Fiscal Year 2012 Application for New Grants; Personnel ...
DATED MATERIAL: OPEN IMMEDIATELY
CLOSING DATE: July 30, 2012
FORM APPROVED —OMB No. 1820-0028, EXP. DATE: 07/31/2013
U.S. Department of Education
Office of Special Education & Rehabilitative Services
Office of Special Education Programs
Washington, D.C. 20202
Fiscal Year 2012
Application for New Grants under the
Individuals with Disabilities Education Act (IDEA)
Personnel Development to
Improve Services and Results for Children with Disabilities
(CFDA 84.325)
Applications for New Awards;
National Center for Development of Coursework and Training Modules to
Improve Services and Results for
Children with Disabilities
(CFDA 84.325E)
Contents
Applicant Letter A1
Notice Inviting Applicants A5
Federal Register Notice A6
Submission Procedures and Tips for Applicants A39
Priority Description and Selection Criteria B1
National Center for Development of Coursework and Training Modules to Improve Services and Results for Children with Disabilities (CFDA 84.325E) B2
Selection Criteria and Format for the Applications for New Awards;
National Center for Development of Coursework and Training Modules to Improve Services and Results for Children with Disabilities (CFDA 84.325E) Competition B14
General Information on Completing an Application C1
Application Transmittal Instructions and Requirements for Intergovernmental Review D1
Appendix D4
Intergovernmental Review of Federal Programs D5
State Single Points of Contact (SPOCs) D6
Notice to All Applicants Ensuring Equitable Access and Application Forms and Instructions E1
Part I: Application for Federal Assistance (SF-424) E6
Part II: Budget Information (Form 524) E17
Part III: Application Narrative E22
Part IV: Assurances and Certifications E23
Assurances—Non-Construction Programs E23
Certification Regarding Lobbying E25
Disclosure of Lobbying Activities E26
Survey on Ensuring Equal Opportunity for Applicants E29
DUNS Number Instructions E31
Grant Application Receipt Acknowledgement E32
Grant and Contract Funding Information E32
Paperwork Burden Statement
ACCORDING TO THE PAPERWORK REDUCTION ACT OF 1995, NO PERSONS ARE REQUIRED TO RESPOND TO A COLLECTION OF INFORMATION UNLESS SUCH COLLECTION DISPLAYS A VALID OMB CONTROL NUMBER. THE VALID OMB CONTROL NUMBER FOR THIS INFORMATION COLLECTION IS 1820-0028. THE TIME REQUIRED TO COMPLETE THIS INFORMATION COLLECTION IS ESTIMATED TO AVERAGE 45 HOURS AND 40 MINUTES PER RESPONSE, INCLUDING THE TIME TO REVIEW INSTRUCTIONS, SEARCH EXISTING DATA RESOURCES, GATHER THE DATA NEEDED, AND COMPLETE AND REVIEW THE INFORMATION COLLECTION. IF YOU HAVE ANY COMMENTS CONCERNING THE ACCURACY OF THE TIME ESTIMATE(S) OR SUGGESTIONS FOR IMPROVING THIS FORM, PLEASE WRITE TO:
U.S. Department of Education
Washington, DC 20202-4651
If you have comments or concerns regarding the status of your individual submission of this form, write directly to:
Office of Special Education Programs
U.S. Department of Education
400 Maryland Ave. SW, PCP 4106
Washington, DC 20202-2600
Applicant Letter
Dear Applicant:
This application packet contains information and the required forms for you to use in submitting a new application for funding under one program authorized by the Individuals with Disabilities Education Act (IDEA). This packet covers one competition under the PERSONNEL DEVELOPMENT TO IMPROVE SERVICES AND RESULTS FOR CHILDREN WITH DISABILITIES (CFDA 84.325) program--Applications for New Awards; Personnel Development to Improve Services and Results for Children with Disabilities--National Center for Development of Coursework and Training Modules to Improve Services and Results for Children with Disabilities (CFDA No. 84.325E).
An application for an award must be: (1) hand-delivered, submitted electronically or mailed by the closing date; and, (2) for paper applications, have an original signature on at least one copy of the assurances and certifications (Part IV of the application form). It is also important to include the appropriate Catalog of Federal Domestic Assistance (CFDA) numeric and alpha in Item #11 on ED Form 424 (National Center for Development of Coursework and Training Modules to Improve Services and Results for Children with Disabilities, CFDA No. 84.325E) for paper applications.
Please note the following:
• APPLICATION SUBMISSION.
Based on the precautionary procedures the U.S. Postal Service is using to process mail, we are experiencing delays in the delivery of mail to the Department. Therefore, you may want to consider sending your application by overnight courier or submitting your application electronically.
• APPLICATION SUBMISSION.
Applications for grants under this competition may be submitted electronically using the Apply site (). Please read carefully the document that we have included on page A-39-41, which includes helpful tips about submitting electronically using the Apply site. Also, applicants are required to upload their attachments in .pdf format only. Please note that you must follow the Application Procedures as described in the Federal Register notice announcing this grant competition. Information (including dates and times) about how to submit your application electronically, or by mail or hand delivery, can also be found in section D-1 of this application package, Application Transmittal Instructions and Requirements for Intergovernmental Review. Additional instructions for sending applications electronically are provided on page E-4, Application Forms and Instructions for Applications.
• MAXIMUM AWARD AMOUNT.
In addition to providing detailed budget information for the total grant period requested, the competitions included in this package have maximum award amounts. Please refer to the specific information for the priority/competition to which you are submitting an application (i.e., Section B of this package). Please be advised that for the priority in this package, the maximum award amount covers all project costs including indirect costs.
• STRICT PAGE LIMITS.
The competitions included in this package limit the Part III Application Narrative to a specified number of double-spaced pages. This page limitation applies to all material presented in the application narrative. (Please refer to the specific requirements on page limits for the priority/competition to which you are submitting an application, Section B of this package). The Department will reject, and will NOT consider an application that does not adhere to the page limit requirements for the competition.
• FORMAT FOR APPLICATIONS.
Additional information regarding formatting applications has been included on Pages C-3 and C-4 of the “General Information on Completing an Application” section of this package. Please note that charts, tables, figures, graphs, and logic models can be single spaced and placed in an Appendix A. Reviewers will be instructed to review the content of Appendix A as they do the application narrative but will not be required to review any other appendices. Appendix A is to be used only for charts, tables, figures, graphs, and logic models that provide information directly relating to the application requirements for the narrative—it should not be used for supplementary information.
• PROTECTION OF HUMAN SUBJECTS IN RESEARCH.
The discretionary grant Application Form SF 424 requires applicants to indicate whether they plan to conduct research involving human subjects at any time during the proposed project period. The Protection of Human Subjects in Research Attachment is an integral part of the SF 424 form. It includes information that applicants need to complete the protection of human subjects item and, as appropriate, to provide additional information to the Department regarding human subjects research projects. Additional information on completing the protection of human subjects item is also available and can be accessed on the INTERNET at:
about/offices/list/ocfo/gcsindex.html
about/offices/list/ocfo/humansub.html
• RESPONSE TO GPRA.
As required by the Government Performance and Results Act (GPRA) of 1993 OSEP has developed a strategic plan for measuring GPRA performance. The program included in this announcement is authorized under Part D - National Activities to Improve Education of Children with Disabilities of the Individuals with Disabilities Education Act. The Office of Special Education Programs (OSEP) will collect information to assess progress and performance. See Performance Measures included in the Priority Description section of this application package. Applicants are encouraged to consider this information as applications are prepared.
• COPIES OF THE APPLICATION.
Current Government-wide policy requires that an original and two copies need to be submitted. OSEP would appreciate receiving three additional copies to facilitate the peer review process. This would mean an original and two copies need to be submitted and we would appreciate your voluntarily submitting an additional three copies (six applications in all). If you are submitting your application electronically, you do not need to submit paper copies of the application. Please note: If an application is recommended for funding and a grant award is issued, we will contact the applicant to request an electronic copy of the application in MS Word or a PDF file. The Department is moving toward an electronic grant filing system and an electronic copy of all applications that are being funded will facilitate this effort.
A contact person is available to provide information to you regarding this competition. Please refer to the name of the program contact at the end of the priority description. OSEP also provides information on developing performance measures and logic models at model_and_performance to assist you in preparing a quality application. For information about other U.S. Department of Education grant and contract opportunities, we encourage you to use the Department's grant information web page which can be accessed on the INTERNET at:
We appreciate your efforts to improve the provision of services for individuals with disabilities.
Sincerely,
/s/
Lawrence J. Wexler, Ed.D.
Director
Research to Practice Division
Office of Special Education Programs
Notice Inviting Applicants
Federal Register Notice
4000-01-U
DEPARTMENT OF EDUCATION
Applications for New Awards; Personnel Development to Improve Services and Results for Children with Disabilities—National Center for Development of Coursework and Training Modules to Improve Services and Results for Children with Disabilities
AGENCY: Office of Special Education and Rehabilitative Services, Department of Education.
ACTION: Notice.
Overview Information:
Personnel Development to Improve Services and Results for Children with Disabilities—National Center for Development of Coursework and Training Modules to Improve Services and Results for Children with Disabilities
Notice inviting applications for new awards for fiscal year (FY) 2012.
Catalog of Federal Domestic Assistance (CFDA) Number: 84.325E.
Dates:
Applications Available: June 19, 2012.
Deadline for Transmittal of Applications: July 30, 2012.
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program:
The purposes of this program are to
(1) help address State-identified needs for highly qualified personnel in special education, related services, early intervention, and regular education to work with children, including infants and toddlers, with disabilities; and
(2) ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically based research and experience, to be successful in serving those children.
Priorities:
In accordance with 34 CFR 75.105(b)(2)(iv), this priority is from allowable activities specified in the statute (see sections 662 and 681 of the Individuals with Disabilities Education Act (IDEA)).
Absolute Priority:
For FY 2012 and any subsequent year in which we make awards from the list of unfunded applicants from this competition, this priority is an absolute priority. Under 34 CFR 75.105(c)(3), we consider only applications that meet this priority.
This priority is:
National Center for Development of Coursework and Training Modules to Improve Services and Results for Children with Disabilities (84.325E).
Background:
The purpose of this priority is to fund a cooperative agreement to support the establishment and operation of a National Center for Development of Coursework and Training Modules to Improve Services and Results for Children with Disabilities.
Educator effectiveness is a key factor in improving developmental and learning outcomes (e.g., academic, social, emotional, behavioral) for all children, including children with disabilities (birth through age 21); supporting a child’s growth toward improved developmental and learning outcomes; and supporting the families of children with disabilities (Jaquith, Mindich, Wei, & Darling-Hammond, 2010; Institute of Medicine (IOM) and National Research Council (NRC), 2012). Use of evidence-based instructional and intervention practices by educators also is linked to improved outcomes for children, including children with disabilities (Blanton, Pugach, & Florian, 2011). Given the importance of educator effectiveness and evidence-based practices in advancing the development and learning of children, it is essential that all educators have the knowledge and skills necessary to use specific, evidence-based instructional and intervention practices to teach diverse learners and ensure that all students, including children with disabilities, can achieve grade-level college- and career-ready standards (Blanton et al., 2011). Educators also must know how to continuously monitor children’s progress, make data-based decisions, and work collaboratively with other educators, related services providers, and families to use assessment data to adjust instruction and implement interventions accordingly to effectively teach diverse learners.
To ensure that educators have the knowledge and skills needed to improve development and learning outcomes for children with disabilities, it is also widely recognized that there is a significant need to improve educators’ use of evidence-based practices and that this can be achieved by strengthening the coursework[1] in preservice preparation programs and professional development provided to practicing educators. Policymakers, researchers, and practitioners have called for strengthening preservice preparation and professional development for all educators[2] to ensure that educators have the knowledge and skills necessary to effectively meet the needs of diverse learners and improve outcomes for all children (Blanton, et al., 2011; U.S. Department of Education, 2010b). A recent U.S. Government Accountability Office (GAO) study (GAO-09-573) underscored the ongoing challenges preservice preparation programs have in preparing educators for instructing children with disabilities. The study noted that nearly half of the institutions of higher education (IHEs) surveyed reported receiving assistance from the Department to prepare educators to work with children with disabilities. The majority of IHEs, however, indicated that they could benefit from more information and other technical assistance (TA) related to reforming curricula, identifying evidence-based instructional and intervention practices for working with children with disabilities, and strengthening faculty knowledge of evidence-based practices to meet the developmental, learning, and instructional needs of children with disabilities. Similarly, an examination of professional learning opportunities for educators in the United States indicated the need for critical changes to providing professional development to practicing educators (Wei, Darling-Hammond, & Adamson, 2010). For example, current approaches for providing professional development still rely heavily on some of the least effective approaches to professional development (e.g., short-term, fragmented, and episodic approaches, such as providing instructional content through workshops) that offer little depth in content and few opportunities to integrate learning into practice (Bruder, Mogro-Wilson, Stayton, & Dietrich, 2009; Wei et al., 2010).
Just as the need to strengthen the coursework in preservice training programs and professional development opportunities for practicing educators has grown, so too has the need for changes in how this coursework and professional development are delivered. The National Education Technology Plan (NETP) calls for using the power of technology to provide professional learning opportunities to support educators’ continuous professional growth throughout the course of their careers and across all levels of the education system (U.S. Department of Education, 2010a). By using existing and emerging technologies such as application software, social media, and mobile technologies, innovative teaching and learning tools can be developed, and opportunities for disseminating coursework and professional development can be expanded to preservice and practicing educators who live or teach in places where access to high-quality coursework and professional development may not otherwise be available (e.g., high-poverty, rural, or hard-to-reach locations). In addition, educators who have disabilities would benefit from the increased accessibility that technology can provide. Furthermore, for directed (e.g., instructor-led, person-to-person), self-directed (e.g., independent study, asynchronous on-line course), and blended (online and in-person) learning environments, technology can transform the delivery of coursework in preservice preparation and professional development programs. For example, in preservice programs, technology can be used to show real-time or recorded video of educators using evidence-based practices in classroom settings and to connect instruction to field-based learning and real-world practice through the use of virtual classrooms or authentic learning activities (U.S. Department of Education, 2010a). For practicing educators, technology-based learning systems can expand professional development options and provide opportunities to collaborate with peers and leaders (e.g., content-experts, administrators, mentors) in other locations and to receive immediate feedback and instructional support (U.S. Department of Education, 2010a).
The Office of Special Education Programs (OSEP) currently funds two personnel preparation centers focused on developing and disseminating exemplary training modules on evidence-based practices to build the capacity of, and strengthen professional development for, both preservice and practicing educators. The training modules developed by these centers have been discrete, self-contained units of instruction designed to increase educators’ knowledge or skills that can stand alone or be used in combination with other components. The grants for both centers are scheduled to end in FY 2012.
One of these centers, the IRIS Center for Training Enhancement (IRIS Center), focuses its TA on preparing kindergarten through grade 12 (K-12) regular and special education personnel to ensure that local educational agencies (LEAs) and schools have personnel with the capacity to provide evidence-based instruction. It also focuses on promoting access to, and greater participation and progress in, the general education curriculum in the least restrictive environment for students with disabilities. For more information about the work of this center, see .
Beginning in 2006, OSEP funded CONNECT: The Center to Mobilize Early Childhood Knowledge (CONNECT) to develop Web-based instructional resources, including training modules, for faculty and other professional development providers. This center’s instructional resources focus on evidence-based intervention practices for infants, toddlers, and preschool children with disabilities and their families who are served in a variety of learning environments and inclusive settings. For more information on this center, see .
User survey results from both of these centers show that college and graduate students, practicing educators, parents, university faculty, and professional development providers are frequent users of their Web sites (IRIS Center for Training Enhancements, 2012; Winton, Buysse, Rous, Lim, & Epstein, 2012). In these surveys, both centers’ Web sites also received high overall ratings for the quality, relevance, and usefulness of the training modules that were developed by the centers. The work of the IRIS Center and CONNECT have been helpful, but additional work is needed. Specifically, it is critical that: (a) existing training modules be updated to align with new developments in the field, as needed; (b) resources be expanded to include coursework, in addition to training modules; and (c) more training modules and coursework be developed to address the most pressing demands that today’s educators face in classrooms, early childhood programs, and early intervention programs. These demands include, but are not limited to, aligning curricula and instruction to college- and career-ready standards, adapting principles and practical applications of universal design for learning, providing differentiated instruction, implementing positive behavioral interventions and supports using response to intervention frameworks, and using technology effectively and efficiently to improve results for children with disabilities.
For these reasons, OSEP proposes to fund the National Center for Development of Coursework and Training Modules to Improve Services and Results for Children with Disabilities (Center). The Center will build upon, and expand the work of, previous OSEP investments to develop and disseminate exemplary coursework and training modules on evidence-based practices for: (a) IHE faculty of preservice preparation programs; (b) professional development providers working with State educational agencies (SEAs), LEAs, schools, IDEA Part C lead agencies, early intervention service (EIS) providers, and other early childhood programs serving children with disabilities and their families; and (c) practicing educators. Other interested parties also may access the publically available products.
The purpose of the Center under this priority is to develop and promote the use of innovative teaching and learning tools, coursework, and training modules in order to improve the overall quality of preservice preparation and professional development programs, expand the breadth and depth of the content on evidence-based practices that is provided in these programs, and increase the use of evidence-based practices by educators to effectively meet the needs of children with disabilities and their families. Under this priority, the Center must demonstrate applications of technology to support the use of evidence-based practices. The Center must also use technology to efficiently and effectively develop, deliver, and disseminate its products and services.
Priority:
The purpose of this priority is to fund a cooperative agreement to support the establishment and operation of a National Center for Development of Coursework and Training Modules to Improve Services and Results for Children with Disabilities (Center). The Center will: (1) serve as a national resource for teaching and learning tools, coursework,[3] and training modules[4] for building the capacity of educators to use evidence-based[5] instructional and intervention practices in addressing the needs of children with disabilities (birth through age 21), and professional development practices for use with preservice and practicing educators; (2) make available training modules related to these practices that were developed under prior OSEP investments, and update them to align with developments in the field, as needed; (3) develop exemplary teaching and learning tools, coursework, and training modules on the use of these practices that can be integrated into preservice preparation and professional development programs; (4) demonstrate the application of technology in coursework and training modules to support the use of evidence-based practices; (5) use technology to efficiently and effectively develop, deliver, and disseminate Center products and services; and (6) provide TA to support the use of Center products.
To be considered for funding under this absolute priority, applications must meet the application requirements contained in this priority. All projects funded under this absolute priority also must meet the programmatic and administrative requirements specified in the priority.
Application Requirements.
An applicant must include in its application --
(a) A logic model that depicts, at a minimum, the goals, activities, outputs, and outcomes of the proposed project. A logic model communicates how a project will achieve its outcomes and provides a framework for both the formative and summative evaluations of the project;
Note: The following Web sites provide more information on logic models: model_and_performance and matrix/logicmodel_resource3c.html.
(b) A plan to implement the activities described in the Project Activities section of this priority. If there are considerations specific to serving infants, toddlers, and preschool children with disabilities and their families versus students with disabilities in kindergarten through 12th grade, these considerations must be delineated in the plan;
(c) A plan, linked to the proposed project’s logic model, for a formative evaluation of the proposed project’s activities. The plan must describe how the formative evaluation will use clear performance objectives to offer feedback on the Center’s: (1) identification, development, and dissemination of coursework and training modules on evidence-based practices; and (2) TA provided under this priority. The plan must outline how the Center will use feedback from the formative evaluation to ensure continuous improvement in the operation of the proposed project, including objective measures of progress in implementing the project and ensuring the quality, relevance, and usefulness of products and services;
(d) A budget for a summative evaluation to be conducted by an independent third party. At a minimum, the plan must include an independent review of the quality, relevance, and usefulness of the coursework and training modules developed by the Center; the reach of Center products and services; and the impact of the Center’s products and services on preservice programs and their students, as well as on practicing educators’ knowledge, skills, and use of evidence-based practices;
(e) A budget for attendance at the following:
(1) A two-day kick-off meeting to be held in Washington, DC, within four weeks after receipt of the award, and an annual planning meeting held in Washington, DC, with the OSEP Project Officer during each subsequent year of the project period.
Note: Within 30 days of receipt of the award, a post-award teleconference must be held between the OSEP Project Officer and the grantee’s Project Director or other authorized representative;
(2) The three-day OSEP Project Directors’ Conference in Washington, DC, during each year of the project period;
(3) The three-day Leveraging Resources Conference in Washington, DC, during each year of the project period; and
(4) Three two-day trips annually to attend Department briefings, Department-sponsored conferences, and other meetings, as requested by OSEP.
(f) A budget that demonstrates that not less than 30 percent of each year’s proposed annual budget be used for activities (e.g., development of coursework and training modules, TA) related to infants, toddlers, and preschool children with disabilities and their families.
Note: With approval from the OSEP Project Officer, the Center must reallocate any remaining funds from this annual set-aside no later than the end of the third quarter of each budget period; and
(g) A line item in the proposed budget for an annual set-aside of five percent of the grant amount to support emerging needs that are consistent with the proposed project’s activities, as those needs are identified in consultation with and approved by OSEP.
Note: With approval from the OSEP Project Officer, the Center must reallocate any remaining funds from this annual set-aside no later than the end of the third quarter of each budget period.
Project Activities.
To meet the requirements of this priority, the Center, at a minimum, must conduct the following activities:
Knowledge Development Activities.
(a) In the first six months of the project, identify exemplary coursework and training modules on evidence-based practices that are available from prior OSEP investments and publically available resources from other developers, submit a descriptive summary of the resources in a written report, and update the resources to align with new developments in the field, as needed.
(b) Develop exemplary coursework and training modules on evidence-based practices that are-
(1) Designed for ease of integration into existing curricula and practica for IHE faculty of preservice preparation programs;
(2) Designed for ease of use by professional development providers working with professional development programs at SEAs, LEAs, and schools; or with IDEA Part C lead agencies, EIS providers, and other early childhood programs serving children with disabilities and their families;
(3) Consistent with adult-learning principles and aligned with current professional practice and training standards for educators, and evidence-based research on preservice preparation and professional development of effective educators;
(4) Planned with consideration for delivery and dissemination using various technology-based teaching formats, tools, and modes of delivery, such as, but not limited to, directed, self-directed, blended, and mobile learning using portable devices; and
(5) Developed to address the needs of children with a broad range of disabilities, including disabilities requiring supports and services of varying intensity levels (e.g., ranging from accommodations in a general education classroom to highly individualized, full-time instruction and specialized equipment).
(c) Ensure that, in sum, coursework and training modules address the selection, implementation, and evaluation of specific evidence-based practices; the use of universal design for learning principles and practices; standards-based instruction; continuous performance-based progress monitoring; data-based decision making; and collaboration among other educators and related services providers, and with families related to--
(1) Improving developmental and learning outcomes for children with disabilities;
(2) Providing special education services and supports, and accommodations for children with disabilities; and
(3) Developing (i) individualized family service plans to ensure that infants, toddlers, and preschool children with disabilities are served in natural environments; and (ii) individualized education programs to ensure school-age children with disabilities are served in the least restrictive environment with access to, and opportunities to participate and make progress in, the general education curriculum.
(d) Collaborate with content experts and representatives from preservice preparation programs (four-year, two-year, and graduate programs), and seek input from professional development providers working with SEAs, LEAs, and schools; professional development providers working with IDEA Part C lead agencies, EIS providers, and other early childhood programs serving children with disabilities and their families; professional associations; and other stakeholders, as appropriate, on the needs of preservice and practicing educators, teaching and learning tools, development plans, and product reviews of coursework and training modules on evidence-based practices.
(e) Following the kick-off meeting, and annually thereafter, submit an annual product development plan prepared in collaboration with the OSEP Project Officer, for approval by OSEP prior to the initiation of any product development activity. The plan must address, at a minimum, how the Center will--
(1) Obtain input on coursework and training module topics and content from content experts, representatives from preservice preparation and professional development providers (see Knowledge Development Activities, paragraphs (b) and (c) of this priority), professional associations, and other stakeholders, as appropriate;
(2) Identify and select topics and products that meet the needs identified; and
(3) Evaluate the content, quality, relevance, and usefulness of products.
(f) Develop new products consistent with the product definition and guidelines posted on the Technical Assistance Coordinating Center (TACC) Web site (). Proposed revisions to an approved product development plan may be submitted to or requested by the OSEP Project Officer any time prior to the end of the project period, if changes are needed. The revised plan must be approved by OSEP prior to being adopted.
(g) Develop training guides or materials for IHE faculty and professional development providers that provide information on Center products and services, and content topics; describe how to integrate coursework and training modules into preservice and professional development programs; and explain how coursework and training modules can be used for individual self-directed learning.
(h) Develop self-assessment tools and guides that preservice preparation and professional development providers can use to evaluate program curricula to: (1) determine where evidence-based practices are, and should be, taught; (2) identify where clinical practice opportunities (e.g., a field placement, internship) are, and should be, embedded to align with preservice or professional development program requirements; (3) identify how and where preservice and practicing educators’ knowledge of and skills using evidence-based practices are, and should be, assessed; and (4) document improvements, if any, that have or will be made by the preservice and professional development program based on results from use of self-assessment tools and guides.
(i) Promote the use of existing and emerging technologies to more efficiently and effectively develop, deliver, and disseminate teaching and learning tools, coursework, and training modules on evidence-based practices and provide ongoing TA on the use of Center products and services.
Technical Assistance and Dissemination Activities.
(a) Conduct TA and dissemination activities (e.g., managing Web sites, listservs, and communities of practices; holding conferences and training institutes) on exemplary coursework and training modules on evidence-based practices that can easily be: (1) integrated into preservice preparation courses and programs at IHEs; (2) incorporated into professional development programs at SEAs, LEAs, and schools; and at IDEA Part C lead agencies, EIS provider programs, and other early childhood programs serving children with disabilities and their families; and (3) used by individual self-directed learners, including educators with disabilities. All coursework and training modules available through the Center, including the evidence base of the practices addressed in the coursework and training modules, must be disseminated as publically available resources on a dedicated Web site that is easily searchable by topic and available for use at no cost. The Web site must meet government or industry-recognized standards for accessibility, must link to the Web site operated by the TACC, and must be accessible in a variety of formats (e.g., accessible online, in downloadable portable document format (PDF) and electronic publication (EPUB) formats, print-on-demand).
(b) Use efficient and effective strategies to develop and provide a continuum of TA to support the delivery of coursework and training modules on using evidence-based practices, including:
(1) General support that is widely available (e.g., one-time, invited conference presentations; information on products, such as newsletters, guidebooks, or research syntheses, downloaded from the Center's Web site by independent users; or brief communications by Center staff with recipients).
(2) Targeted support that is based on needs common to multiple recipients (e.g., conferences and training institutes for a clearly identified target audience, seminars or webinars on topics relevant to integrating Center products into preservice training, facilitating a series of conference calls on topics designed around the needs of recipients, facilitating communities of practice for a target group).
(3) Intensive support that is based on the needs of recipients to attain a specific outcome (e.g., planned, purposeful consultation with a small group of IHE faculty on systemic integration of Center coursework and training models as part of program redesign; ongoing coaching on integration and application of Center products in courses for preservice educators) based on the needs of recipients.
(c) Ensure that the TA provided under this priority is consistent with the evidence base for delivering effective professional development to educators.
(d) Ensure that the TA provided under this priority addresses a range of topics, including, but not limited to, training and coaching on access and use of Center products; integration of evidence-based practices into preservice and professional development training; and strategies for building the capacity of educators for using evidence-based practices with children with disabilities.
(e) Develop and coordinate a national TA network comprised of a cadre of experts that the Center will use to provide training and TA on the use of Center products and services, including: (1) integrating coursework and training modules into preservice preparation and professional development programs; and (2) assisting faculty and professional development providers in building their capacity to support preservice and practicing educators in identifying, selecting, implementing, and evaluating evidence-based practices for use with infants, toddlers, and preschool children with disabilities and their families, and students with disabilities in kindergarten through 12th grades. The network will also assist the Center with disseminating Center products and other activities, as needed.
(f) Develop and implement an efficient and high-quality dissemination strategy aimed at increasing the reach and potential impact of Center products and services by providing broad audiences with information about the availability and use of Center products and services. The Center must--
(1) Coordinate with the National Dissemination Center for Individuals with Disabilities to implement its dissemination strategy, and report to the OSEP Project Officer the outcomes of these coordination efforts.
(2) Reach primary audiences, including IHE faculty of preservice preparation programs for educators of children with disabilities; and professional development providers working with SEAs, LEAs, and schools, and with IDEA Part C lead agencies, EIS providers, and early childhood programs serving children with disabilities and their families.
(3) Extend outreach efforts to other audiences that also might benefit from Center products and services such as--
(i) Faculty of preservice preparation programs for educators in IHEs that do not have a special education department and programs whose graduates historically have assumed positions in high-poverty schools,[6] persistently lowest-achieving schools,[7] priority schools (in the case of States that have received the Department’s approval of a request for ESEA flexibility),[8] or rural LEAs[9] that have a critical need for effective educators to serve students with disabilities;
(ii) Early intervention and special education professional development providers working in programs and schools with high rates of personnel attrition and where effective professional development opportunities may lead to increased staff retention and equitable distribution of effective educators;
(iii) OSEP-funded personnel development grantees; and (iv) Individuals with disabilities who are, or are training to be, educators who would benefit from the increased accessibility technology can provide.
(g) Use existing and emerging technologies to develop innovative teaching and learning tools, efficiently and effectively deliver training and TA, and increase the reach of Center products and services. Include, as part of its application, a proposed plan describing the proposed potential uses of existing and emerging technologies, including how the Center will collaborate with technology experts, representatives of other stakeholder groups, and OSEP to identify the proposed potential uses of existing and emerging technologies. The Center’s plan for TA and dissemination activities must be approved by OSEP prior to initiating the development of any products or services.
(h) Prepare and disseminate reports, documents, and other materials on evidence-based practice and related topics as requested by OSEP for specific audiences, including, but not limited to, IHE faculty of preservice preparation programs for educators of children with disabilities; professional development providers for SEAs, LEAs, and schools; and professional development providers for IDEA Part C lead agencies, EIS providers, and other early childhood programs serving children with disabilities and their families. In consultation with the OSEP Project Officer and members of the group assembled in accordance with this priority (see Leadership and Coordination Activities, paragraph (a) of this priority), the Center must make selected reports, documents, and other materials available in both English and Spanish.
Leadership and Coordination Activities.
(a) Consult with a group of persons, including representatives from SEAs and LEAs, including representatives from IDEA Part C and preschool Part B programs, preservice preparation and professional development programs, professional organizations, other OSEP-funded TA projects, project directors of State Professional Development Grants and other Department-funded higher education projects, and researchers, as appropriate on the activities and outcomes of the Center and solicit programmatic support and advice from various participants in the group, as appropriate. The Center may convene meetings, whether in person, by phone or other means, for this purpose, or may consult with group participants individually. The Center must identify the members of the group to OSEP within eight weeks after receipt of the award.
(b) Communicate and collaborate, on an ongoing basis, with OSEP-funded projects, including the Center on State Implementation and Scaling Up of Evidence-based Practices, the IDEA Partnership Project, OSEP-funded early childhood centers, and the Regional Resource Centers. This collaboration could include the joint development of products, the coordination of TA services, and the planning and carrying out of TA meetings and events.
(c) Contribute, on an ongoing basis, updated information on the Center’s approved and finalized products and services to a database at TACC.
(d) Participate in, organize, or facilitate communities of practice if they align with the needs of the project’s primary audience. Communities of practice should align with the project’s objectives to support discussions and collaboration among key stakeholders. The following Web site provides more information on communities of practice: munities; and
(e) Maintain ongoing communication with the OSEP Project Officer through monthly phone conversations and e-mail communication.
Extending the Project for a Fourth and Fifth Year:
In deciding whether to continue funding the Center for the fourth and fifth years, the Secretary will consider the requirements of 34 CFR 75.253(a), and in addition--
(a) The recommendation of a review team consisting of experts selected by the Secretary. This review will be conducted during a one-day intensive meeting in Washington, DC, that will be held during the last half of the second year of the project period. The Center must budget for travel expenses associated with this one-day intensive review;
(b) The timeliness and effectiveness with which all requirements of the negotiated cooperative agreement have been or are being met by the Center; and
(c) The quality, relevance, and usefulness of the Center’s activities and products, and the degree to which the Center’s activities and products have contributed to changed practice and improved knowledge and skills of educators to select, implement, and evaluate the use of evidence-based practices; and increased use of evidence-based practices by educators serving children with disabilities.
References
Blanton, L. P., Pugach, M. C., & Florian, L. for American Association of Colleges of Teacher Education and the National Center for Learning Disabilities. (April 2011). Preparing General Education Teachers to Improve Outcomes for Students with Disabilities. Available from .
Bruder, M. B., Mogro-Wilson, C., Stayton, V. D., & Dietrich, S. L. (2009). The national status of inservice professional development systems for early intervention and early childhood special education practitioners. Infants and Toddlers, 22(1), 13-20.
Jaquith, A., Mindich, D., Wei, R.C., & Darling-Hammond, L. (2010). Teacher professional learning in the United States: Case studies of state policies and strategies. Oxford, OH: Learning Forward.
Institute of Medicine (IOM) and National Research Council (NRC). 2012. The early childhood care and education workforce: Challenges and opportunities: A workshop report. Washington, DC: The National Academies Press.
IRIS Center for Training Enhancements. (2012, March). Quarterly Report: First Quarter, Year 6 Report. Nashville, TN: Author.
U.S. Department of Education, Office of Educational Technology. (2010a). Transforming American Education: Learning Powered by Technology. Washington, DC: Available from www2.about/offices/list/os/technology/netp.pdf.
U.S. Department of Education, Office of Planning, Evaluation and Policy Development. (2010b). ESEA Blueprint for Reform. Washington, DC: Available from www2.policy/elsec/leg/blueprint/index.html.
U.S. Government Accountability Office. (2009). Teacher Preparation Multiple Federal Education Offices Support Teacher Preparation for Instructing Students with Disabilities and English Language Learners, but Systemic Departmentwide Coordination Could Enhance This Assistance, (GAO-09-573). Washington, DC: July 20, 2009. Available from new.items/d09573.pdf.
Wei, R.C., Darling-Hammond, L., & Adamson, F. (2010).
Professional development in the United States: Trends and challenges. Dallas, TX: National Staff Development Council.
Winton, P., Buysse, V., Rous, B., Lim, C-I., & Epstein, D. (2012, March). CONNECT Modules: Usage and Impact. Report to the CONNECT Steering Committee, University of North Carolina, FPG Child Development Institute. Chapel Hill, NC: CONNECT: The Center to Mobilize Early Childhood Knowledge.
Waiver of Proposed Rulemaking:
Under the Administrative Procedure Act (APA) (5 U.S.C. 553) the Department generally offers interested parties the opportunity to comment on proposed priorities and requirements. Section 681(d) of IDEA, however, makes the public comment requirements of the APA inapplicable to the priority in this notice.
Program Authority:
20 U.S.C. 1462 and 1481.
Applicable Regulations:
(a) The Education Department General Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80, 81, 82, 84, 86, 97, 98, and 99.
(b) The Education Department debarment and suspension regulations in 2 CFR part 3485.
(c) The regulations for this program in 34 CFR part 304.
Note: The regulations in 34 CFR part 79 apply to all applicants except federally recognized Indian tribes.
Note: The regulations in 34 CFR part 86 apply to institutions of higher education only.
II. Award Information
Type of Award: Cooperative agreement.
Estimated Available Funds: $1,500,000.
Contingent upon the availability of funds and the quality of applications, we may make additional awards in FY 2013 from the list of unfunded applicants from this competition.
Maximum Awards: We will reject any application that proposes a budget exceeding $1,500,000 for a single budget period of 12 months. The Assistant Secretary for Special Education and Rehabilitative Services may change the maximum amount through a notice published in the Federal Register.
Estimated Number of Awards: 1.
Note: The Department is not bound by any estimates in this notice.
Project Period: Up to 36 months with an optional additional 24 months based on performance.
Note: Applications must include plans for both the 36 month award and the 24-month extension.
III. Eligibility Information
1. Eligible Applicants: SEAs; LEAs, including public charter schools that are considered LEAs under State law; IDEA Part C lead agencies; EIS providers; IHEs; other public agencies; private nonprofit organizations; outlying areas; freely associated States; Indian tribes or tribal organizations; and for-profit organizations.
2. Cost Sharing or Matching: This program does not require cost sharing or matching.
3. Other: General Requirements:
(a) The projects funded under this program must make positive efforts to employ and advance in employment qualified individuals with disabilities (see section 606 of IDEA).
(b) Each applicant and grant recipient funded under this program must involve individuals with disabilities or parents of individuals with disabilities ages birth through 26 in planning, implementing, and evaluating the project (see section 682(a)(1)(A) of IDEA).
IV. Application and Submission Information
1. Address to Request Application Package:
You can obtain an application package via the Internet or from the Education Publications Center (ED Pubs).
To obtain a copy via the Internet, use the following address: fund/grant/apply/grantapps/index.html.
To obtain a copy from ED Pubs, write, fax, or call the following:
ED Pubs, U.S. Department of Education
P.O. Box 22207,
Alexandria, VA 22304
Telephone, toll free: 1-877-433-7827.
FAX: (703) 605-6794.
If you use a telecommunications device for the deaf (TDD) or a text telephone (TTY), call, toll free: 1-877-576-7734.
You can contact ED Pubs at its Web site, also: or at its email address: edpubs@inet..
If you request an application from ED Pubs, be sure to identify this competition as follows: CFDA number 84.325E.
Individuals with disabilities can obtain a copy of the application package in an accessible format (e.g., braille, large print, audiotape, or compact disc) by contacting the person or team listed under Accessible Format in section VIII of this notice.
2. Content and Form of Application Submission:
Requirements concerning the content of an application, together with the forms you must submit, are in the application package for this competition.
Page Limit:
The application narrative (Part III of the application) is where you, the applicant, address the selection criteria that reviewers use to evaluate your application. You must limit Part III to the equivalent of no more than 50 pages using the following standards:
• A "page" is 8.5" x 11", on one side only, with 1" margins at the top, bottom, and both sides.
• Double space (no more than three lines per vertical inch) all text in the application narrative, including titles, headings, footnotes, quotations, references, and captions.
• Use a font that is either 12 point or larger or no smaller than 10 pitch (characters per inch).
Use one of the following fonts: Times New Roman, Courier, Courier New, or Arial. An application submitted in any other font (including Times Roman or Arial Narrow) will not be accepted.
The page limit does not apply to Part I, the cover sheet; Part II, the budget section, including the narrative budget justification; Part IV, the assurances and certifications; or the one-page abstract, the resumes, the bibliography, the references, or the letters of support. However, you must include all of the application narrative in Part III.
We will reject your application if you exceed the page limit; or if you apply other standards and exceed the equivalent of the page limit.
3. Submission Dates and Times:
Applications Available: June 19, 2012.
Deadline for Transmittal of Applications: July 30, 2012.
Applications for grants under this competition may be submitted electronically using the Apply site (), or in paper format by mail or hand delivery. For information (including dates and times) about how to submit your application electronically, or in paper format by mail or hand delivery, please refer to section IV. 7. Other Submission Requirements of this notice.
We do not consider an application that does not comply with the deadline requirements.
Individuals with disabilities who need an accommodation or auxiliary aid in connection with the application process should contact the person listed under For Further Information Contact in section VII of this notice. If the Department provides an accommodation or auxiliary aid to an individual with a disability in connection with the application process, the individual's application remains subject to all other requirements and limitations in this notice.
Deadline for Intergovernmental Review: September 28, 2012.
4. Intergovernmental Review:
This program is subject to Executive Order 12372 and the regulations in 34 CFR part 79. Information about Intergovernmental Review of Federal Programs under Executive Order 12372 is in the application package for this program.
5. Funding Restrictions:
We reference regulations outlining funding restrictions in the Applicable Regulations section of this notice.
6. Data Universal Numbering System Number, Taxpayer Identification Number, and Central Contractor Registry:
To do business with the Department of Education, you must--
a. Have a Data Universal Numbering System (DUNS) number and a Taxpayer Identification Number (TIN);
b. Register both your DUNS number and TIN with the Central Contractor Registry (CCR), the Government’s primary registrant database;
c. Provide your DUNS number and TIN on your application; and
d. Maintain an active CCR registration with current information while your application is under review by the Department and, if you are awarded a grant, during the project period.
You can obtain a DUNS number from Dun and Bradstreet. A DUNS number can be created within one business day.
If you are a corporate entity, agency, institution, or organization, you can obtain a TIN from the Internal Revenue Service. If you are an individual, you can obtain a TIN from the Internal Revenue Service or the Social Security Administration. If you need a new TIN, please allow 2-5 weeks for your TIN to become active.
The CCR registration process may take five or more business days to complete. If you are currently registered with the CCR, you may not need to make any changes. However, please make certain that the TIN associated with your DUNS number is correct. Also note that you will need to update your CCR registration on an annual basis. This may take three or more business days to complete.
In addition, if you are submitting your application via , you must (1) be designated by your organization as an Authorized Organization Representative (AOR); and (2) register yourself with as an AOR. Details on these steps are outlined at the following Web page: applicants/get_registered.jsp.
7. Other Submission Requirements:
Applications for grants under this competition may be submitted electronically or in paper format by mail or hand delivery.
a. Electronic Submission of Applications.
We are participating as a partner in the Governmentwide Apply site. The National Center for Development of Coursework and Training Modules to Improve Services and Results for Children with Disabilities, CFDA number 84.325E, is included in this project. We request your participation in .
If you choose to submit your application electronically, you must use the Governmentwide Apply site at . Through this site, you will be able to download a copy of the application package, complete it offline, and then upload and submit your application. You may not email an electronic copy of a grant application to us.
You may access the electronic grant application for the National Center for Development of Coursework and Training Modules to Improve Services and Results for Children with Disabilities, CFDA number 84.325E at . You must search for the downloadable application package for this program by the CFDA number. Do not include the CFDA number’s alpha suffix in your search (e.g., search for 84.325, not 84.325E).
Please note the following:
• Your participation in is voluntary.
• When you enter the site, you will find information about submitting an application electronically through the site, as well as the hours of operation.
• Applications received by are date and time stamped. Your application must be fully uploaded and submitted and must be date and time stamped by the system no later than 4:30:00 p.m., Washington, DC time, on the application deadline date. Except as otherwise noted in this section, we will not accept your application if it is received--that is, date and time stamped by the system--after 4:30:00 p.m., Washington, DC time, on the application deadline date. We do not consider an application that does not comply with the deadline requirements. When we retrieve your application from , we will notify you if we are rejecting your application because it was date and time stamped by the system after 4:30:00 p.m., Washington, DC time, on the application deadline date.
• The amount of time it can take to upload an application will vary depending on a variety of factors, including the size of the application and the speed of your Internet connection. Therefore, we strongly recommend that you do not wait until the application deadline date to begin the submission process through .
• You should review and follow the Education Submission Procedures for submitting an application through that are included in the application package for this competition to ensure that you submit your application in a timely manner to the system. You can also find the Education Submission Procedures pertaining to under News and Events on the Department’s G5 system home page at .
• You will not receive additional point value because you submit your application in electronic format, nor will we penalize you if you submit your application in paper format.
• If you submit your application electronically, you must upload all documents electronically, including all information you typically provide on the following forms: the Application for Federal Assistance (SF 424), the Department of Education Supplemental Information for SF 424, Budget Information--Non-Construction Programs (ED 524), and all necessary assurances and certifications.
• If you submit your application electronically, you must upload any narrative sections and all other attachments to your application as files in a PDF (Portable Document) read-only, non-modifiable format. Do not upload an interactive or fillable PDF file. If you upload a file type other than a read-only, non-modifiable PDF or submit a password-protected file, we will not review that material.
• Your electronic application must comply with any page-limit requirements described in this notice.
• After you electronically submit your application, you will receive from an automatic notification of receipt that contains a tracking number. (This notification indicates receipt by only, not receipt by the Department.) The Department then will retrieve your application from and send a second notification to you by email. This second notification indicates that the Department has received your application and has assigned your application a PR/Award number (an ED-specified identifying number unique to your application).
• We may request that you provide us original signatures on forms at a later date.
Application Deadline Date Extension in Case of
Technical Issues with the System:
If you are experiencing problems submitting your application through , please contact the Support Desk, toll free, at 1-800-518-4726. You must obtain a Support Desk Case Number and must keep a record of it.
If you are prevented from electronically submitting your application on the application deadline date because of technical problems with the system, we will grant you an extension until 4:30:00 p.m., Washington, DC time, the following business day to enable you to transmit your application electronically or by hand delivery. You also may mail your application by following the mailing instructions described elsewhere in this notice.
If you submit an application after 4:30:00 p.m., Washington, DC time, on the application deadline date, please contact the person listed under For Further Information Contact in section VII of this notice and provide an explanation of the technical problem you experienced with , along with the Support Desk Case Number. We will accept your application if we can confirm that a technical problem occurred with the system and that that problem affected your ability to submit your application by 4:30:00 p.m., Washington, DC time, on the application deadline date. The Department will contact you after a determination is made on whether your application will be accepted.
Note: The extensions to which we refer in this section apply only to the unavailability of, or technical problems with, the system. We will not grant you an extension if you failed to fully register to submit your application to before the application deadline date and time or if the technical problem you experienced is unrelated to the system.
b. Submission of Paper Applications by Mail.
If you submit your application in paper format by mail (through the U.S. Postal Service or a commercial carrier), you must mail the original and two copies of your application, on or before the application deadline date, to the Department at the following address:
U.S. Department of Education
Application Control Center
Attention: (CFDA Number 84.325E)
LBJ Basement Level 1
400 Maryland Avenue, SW.
Washington, DC 20202-4260
You must show proof of mailing consisting of one of the following:
(1) A legibly dated U.S. Postal Service postmark.
(2) A legible mail receipt with the date of mailing stamped by the U.S. Postal Service.
(3) A dated shipping label, invoice, or receipt from a commercial carrier.
(4) Any other proof of mailing acceptable to the Secretary of the U.S. Department of Education.
If you mail your application through the U.S. Postal Service, we do not accept either of the following as proof of mailing:
(1) A private metered postmark.
(2) A mail receipt that is not dated by the U.S. Postal Service.
If your application is postmarked after the application deadline date, we will not consider your application.
Note: The U.S. Postal Service does not uniformly provide a dated postmark. Before relying on this method, you should check with your local post office.
c. Submission of Paper Applications by Hand Delivery.
If you submit your application in paper format by hand delivery, you (or a courier service) must deliver the original and two copies of your application by hand, on or before the application deadline date, to the Department at the following address:
U.S. Department of Education
Application Control Center
Attention: (CFDA Number 84.325E)
550 12th Street, SW.
Room 7041, Potomac Center Plaza
Washington, DC 20202-4260
The Application Control Center accepts hand deliveries daily between 8:00 a.m. and 4:30:00 p.m., Washington, DC time, except Saturdays, Sundays, and Federal holidays.
Note for Mail or Hand Delivery of Paper Applications:
If you mail or hand deliver your application to the Department--
(1) You must indicate on the envelope and--if not provided by the Department--in Item 11 of the SF 424 the CFDA number, including suffix letter, if any, of the competition under which you are submitting your application; and
(2) The Application Control Center will mail to you a notification of receipt of your grant application. If you do not receive this notification within 15 business days from the application deadline date, you should call the U.S. Department of Education Application Control Center at (202) 245-6288.
V. Application Review Information
1. Selection Criteria:
The selection criteria for this program are from 34 CFR 75.210 and are listed in the application package.
2. Review and Selection Process:
(a) We remind potential applicants that in reviewing applications in any discretionary grant competition, the Secretary may consider, under 34 CFR 75.217(d)(3), the past performance of the applicant in carrying out a previous award, such as the applicant’s use of funds, achievement of project objectives, and compliance with grant conditions. The Secretary may also consider whether the applicant failed to submit a timely performance report or submitted a report of unacceptable quality.
(b) In addition, in making a competitive grant award, the Secretary also requires various assurances including those applicable to Federal civil rights laws that prohibit discrimination in programs or activities receiving Federal financial assistance from the Department of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
3. Additional Review and Selection Process Factors:
In the past, the Department has had difficulty finding peer reviewers for certain competitions because so many individuals who are eligible to serve as peer reviewers have conflicts of interest. The Standing Panel requirements under section 682(b) of IDEA also have placed additional constraints on the availability of reviewers. Therefore, the Department has determined that, for some discretionary grant competitions, applications may be separated into two or more groups and ranked and selected for funding within specific groups. This procedure will make it easier for the Department to find peer reviewers by ensuring that greater numbers of individuals who are eligible to serve as reviewers for any particular group of applicants will not have conflicts of interest. It also will increase the quality, independence, and fairness of the review process, while permitting panel members to review applications under discretionary grant competitions for which they also have submitted applications. However, if the Department decides to select an equal number of applications in each group for funding, this may result in different cut-off points for fundable applications in each group.
4. Special Conditions:
Under 34 CFR 74.14 and 80.12, the Secretary may impose special conditions on a grant if the applicant or grantee is not financially stable; has a history of unsatisfactory performance; has a financial or other management system that does not meet the standards in 34 CFR parts 74 or 80, as applicable; has not fulfilled the conditions of a prior grant; or is otherwise not responsible.
VI. Award Administration Information
1. Award Notices:
If your application is successful, we notify your U.S. Representative and U.S. Senators and send you a Grant Award Notification (GAN). We may notify you informally, also.
If your application is not evaluated or not selected for funding, we notify you.
2. Administrative and National Policy Requirements:
We identify administrative and national policy requirements in the application package and reference these and other requirements in the Applicable Regulations section of this notice.
We reference the regulations outlining the terms and conditions of an award in the Applicable Regulations section of this notice and include these and other specific conditions in the GAN. The GAN also incorporates your approved application as part of your binding commitments under the grant.
3. Reporting:
(a) If you apply for a grant under this competition, you must ensure that you have in place the necessary processes and systems to comply with the reporting requirements in 2 CFR part 170 should you receive funding under the competition. This does not apply if you have an exception under 2 CFR 170.110(b).
(b) At the end of your project period, you must submit a final performance report, including financial information, as directed by the Secretary. If you receive a multi-year award, you must submit an annual performance report that provides the most current performance and financial expenditure information as directed by the Secretary under 34 CFR 75.118. The Secretary may also require more frequent performance reports under 34 CFR 75.720(c). For specific requirements on reporting, please go to fund/grant/apply/appforms/appforms.html.
4. Performance Measures:
Under the Government Performance and Results Act of 1993 (GPRA), the Department has established a set of performance measures, including long-term measures, that are designed to yield information on various aspects of the effectiveness and quality of the Technical Assistance and Dissemination to Improve Services and Results for Children with Disabilities program. For purposes of this priority, the Center will use these measures which focus on the extent to which projects provide high-quality products and services, the relevance of project products and services to educational and early intervention policy and practice, and the use of products and services to improve educational and early intervention policy and practice.
Grantees will be required to report information on their project’s performance in annual reports to the Department (34 CFR 75.590).
5. Continuation Awards:
In making a continuation award, the Secretary may consider, under 34 CFR 75.253, the extent to which a grantee has made “substantial progress toward meeting the objectives in its approved application.” This consideration includes the review of a grantee’s progress in meeting the targets and projected outcomes in its approved application, and whether the grantee has expended funds in a manner that is consistent with its approved application and budget. In making a continuation grant, the Secretary also considers whether the grantee is operating in compliance with the assurances in its approved application, including those applicable to Federal civil rights laws that prohibit discrimination in programs or activities receiving Federal financial assistance from the Department (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
VII. Agency Contact
For Further Information Contact:
Sarah Allen
U.S. Department of Education
400 Maryland Avenue, SW.
Room 4105, Potomac Center Plaza (PCP)
Washington, DC 20202-2600
Telephone: (202) 245-7875.
If you use a TDD or a TTY, call the Federal Relay Service (FRS), toll free, at 1-800-877-8339.
VIII. Other Information
Accessible Format:
Individuals with disabilities can obtain this document and a copy of the application package in an accessible format (e.g., braille, large print, audiotape, or compact disc) by contacting the Grants and Contracts Services Team, U.S. Department of Education, 400 Maryland Avenue, SW., room 5075, PCP, Washington, DC 20202-2550. Telephone: (202) 245-7363. If you use a TDD or a TTY, call the FRS, toll free, at 1-800-877-8339.
Electronic Access to This Document:
The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available via the Federal Digital System at: fdsys. At this site you can view this document, as well as all other documents of this Department published in the Federal Register, in text or Adobe Portable Document Format (PDF). To use PDF you must have Adobe Acrobat Reader, which is available free at the site.
You may also access documents of the Department published in the Federal Register by using the article search feature at: . Specifically, through the advanced search feature at this site, you can limit your search to documents published by the Department.
Dated:
IMPORTANT—PLEASE READ FIRST
U.S. Department of Education
Submission Procedures and
Tips for Applicants
To facilitate your use of , this document includes important submission procedures you need to be aware of to ensure your application is received in a timely manner and accepted by the Department of Education.
ATTENTION—Adobe Forms and PDF Files Required
Applications submitted to for the Department of Education will be posted using Adobe forms. Therefore, applicants will need to download the latest version of Adobe reader (at least Adobe Reader 8.1.2). Information on computer and operating system compatibility with Adobe and links to download the latest version is available on . We strongly recommend that you review these details on before completing and submitting your application. In addition, applicants should submit their application a day or two in advance of the closing date as detailed below. Also, applicants are required to upload their attachments in .pdf format only. (See details below under “Attaching Files – Additional Tips.”) If you have any questions regarding this matter please email the Contact Center at support@ or call 1-800-518-4726.
1) REGISTER EARLY
registration may take five or more business days to complete. You may begin working on your application while completing the registration process, but you cannot submit an application until all of the Registration steps are complete. For detailed information on the Registration Steps, please go to: [Note: Your organization will need to update its Central Contractor Registry (CCR) registration annually.]
2) SUBMIT EARLY
We strongly recommend that you do not wait until the last day to submit your application. will put a date/time stamp on your application and then process it after it is fully uploaded. The time it takes to upload an application will vary depending on a number of factors including the size of the application and the speed of your Internet connection, and the time it takes to process the application will vary as well. If rejects your application (see step three below), you will need to resubmit successfully to before 4:30:00 p.m. Washington, DC time on the deadline date.
Note: To submit successfully, you must provide the DUNS number on your application that was used when you registered as an Authorized Organization Representative (AOR) on . This DUNS number is typically the same number used when your organization registered with the CCR (Central Contractor Registry). If you do not enter the same DUNS number on your application as the DUNS you registered with, will reject your application.
3) VERIFY SUBMISSION IS OK
You will want to verify that received your application submission on time and that it was validated successfully. To see the date/time your application was received, login to and click on the Track My Application link. For a successful submission, the date/time received should be earlier than 4:30:00 p.m. Washington, DC time, on the deadline date, AND the application status should be: Validated, Received by Agency, or Agency Tracking Number Assigned. Once the Department of Education receives your application from , an Agency Tracking Number (PR/award number) will be assigned to your application and will be available for viewing on ’s Track My Application link.
If the date/time received is later than 4:30:00 p.m. Washington, D.C. time, on the deadline date, your application is late. If your application has a status of “Received” it is still awaiting validation by . Once validation is complete, the status will either change to “Validated” or “Rejected with Errors.” If the status is “Rejected with Errors,” your application has not been received successfully. Some of the reasons may reject an application can be found on the site: . For more detailed information on troubleshooting Adobe errors, you can review the Adobe Reader Error Messages document at . If you discover your application is late or has been rejected, please see the instructions below. Note: You will receive a series of confirmations both online and via e-mail about the status of your application. Please do not rely solely on e-mail to confirm whether your application has been received timely and validated successfully.
Submission Problems—What should you do?
If you have problems submitting to before the closing date, please contact Customer Support at 1-800-518-4726 or , or access the Self-Service web portal at:
If electronic submission is optional and you have problems that you are unable to resolve before the deadline date and time for electronic applications, please follow the transmittal instructions for hard copy applications in the Federal Register notice and get a hard copy application postmarked by midnight on the deadline date.
If electronic submission is required, you must submit an electronic application before 4:30:00 p.m., unless you follow the procedures in the Federal Register notice and qualify for one of the exceptions to the electronic submission requirement and submit, no later than two weeks before the application deadline date, a written statement to the Department that you qualify for one of these exceptions. (See the Federal Register notice for detailed instructions.)
Helpful Hints When Working with
Please note, once you download an application from , you will be working offline and saving data on your computer. Please be sure to note where you are saving the file on your computer. You will need to logon to to upload and submit the application. You must provide the DUNS number on your application that was used when you registered as an Authorized Organization Representative (AOR) on .
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Priority Description and
Selection Criteria
National Center for Development of Coursework and Training Modules to Improve Services and Results for Children with Disabilities
(CFDA 84.325E)
Deadline: 06/18/2012
Absolute Priority:
Background
The purpose of this priority is to fund a cooperative agreement to support the establishment and operation of a National Center for Development of Coursework and Training Modules to Improve Services and Results for Children with Disabilities.
Educator effectiveness is a key factor in improving developmental and learning outcomes (e.g., academic, social, emotional, behavioral) for all children, including children with disabilities (birth through age 21); supporting a child’s growth toward improved developmental and learning outcomes; and supporting the families of children with disabilities (Jaquith, Mindich, Wei, & Darling-Hammond, 2010; Institute of Medicine (IOM) and National Research Council (NRC), 2012). Use of evidence-based instructional and intervention practices by educators also is linked to improved outcomes for children, including children with disabilities (Blanton, Pugach, & Florian, 2011). Given the importance of educator effectiveness and evidence-based practices in advancing the development and learning of children, it is essential that all educators have the knowledge and skills necessary to use specific, evidence-based instructional and intervention practices to teach diverse learners and ensure that all students, including children with disabilities, can achieve grade-level college- and career-ready standards (Blanton et al., 2011). Educators also must know how to continuously monitor children’s progress, make data-based decisions, and work collaboratively with other educators, related services providers, and families to use assessment data to adjust instruction and implement interventions accordingly to effectively teach diverse learners.
To ensure that educators have the knowledge and skills needed to improve development and learning outcomes for children with disabilities, it is also widely recognized that there is a significant need to improve educators’ use of evidence-based practices and that this can be achieved by strengthening the coursework[10] in preservice preparation programs and professional development provided to practicing educators. Policymakers, researchers, and practitioners have called for strengthening preservice preparation and professional development for all educators[11] to ensure that educators have the knowledge and skills necessary to effectively meet the needs of diverse learners and improve outcomes for all children (Blanton, et al., 2011; U.S. Department of Education, 2010b). A recent U.S. Government Accountability Office (GAO) study (GAO-09-573) underscored the ongoing challenges preservice preparation programs have in preparing educators for instructing children with disabilities. The study noted that nearly half of the institutions of higher education (IHEs) surveyed reported receiving assistance from the Department to prepare educators to work with children with disabilities. The majority of IHEs, however, indicated that they could benefit from more information and other technical assistance (TA) related to reforming curricula, identifying evidence-based instructional and intervention practices for working with children with disabilities, and strengthening faculty knowledge of evidence-based practices to meet the developmental, learning, and instructional needs of children with disabilities. Similarly, an examination of professional learning opportunities for educators in the United States indicated the need for critical changes to providing professional development to practicing educators (Wei, Darling-Hammond, & Adamson, 2010). For example, current approaches for providing professional development still rely heavily on some of the least effective approaches to professional development (e.g., short-term, fragmented, and episodic approaches, such as providing instructional content through workshops) that offer little depth in content and few opportunities to integrate learning into practice (Bruder, Mogro-Wilson, Stayton, & Dietrich, 2009; Wei et al., 2010).
Just as the need to strengthen the coursework in preservice training programs and professional development opportunities for practicing educators has grown, so too has the need for changes in how this coursework and professional development are delivered. The National Education Technology Plan (NETP) calls for using the power of technology to provide professional learning opportunities to support educators’ continuous professional growth throughout the course of their careers and across all levels of the education system (U.S. Department of Education, 2010a). By using existing and emerging technologies such as application software, social media, and mobile technologies, innovative teaching and learning tools can be developed, and opportunities for disseminating coursework and professional development can be expanded to preservice and practicing educators who live or teach in places where access to high-quality coursework and professional development may not otherwise be available (e.g., high-poverty, rural, or hard-to-reach locations). In addition, educators who have disabilities would benefit from the increased accessibility that technology can provide. Furthermore, for directed (e.g., instructor-led, person-to-person), self-directed (e.g., independent study, asynchronous on-line course), and blended (online and in-person) learning environments, technology can transform the delivery of coursework in preservice preparation and professional development programs. For example, in preservice programs, technology can be used to show real-time or recorded video of educators using evidence-based practices in classroom settings and to connect instruction to field-based learning and real-world practice through the use of virtual classrooms or authentic learning activities (U.S. Department of Education, 2010a). For practicing educators, technology-based learning systems can expand professional development options and provide opportunities to collaborate with peers and leaders (e.g., content-experts, administrators, mentors) in other locations and to receive immediate feedback and instructional support (U.S. Department of Education, 2010a).
The Office of Special Education Programs (OSEP) currently funds two personnel preparation centers focused on developing and disseminating exemplary training modules on evidence-based practices to build the capacity of, and strengthen professional development for, both preservice and practicing educators. The training modules developed by these centers have been discrete, self-contained units of instruction designed to increase educators’ knowledge or skills that can stand alone or be used in combination with other components. The grants for both centers are scheduled to end in FY 2012.
One of these centers, the IRIS Center for Training Enhancement (IRIS Center), focuses its TA on preparing kindergarten through grade 12 (K-12) regular and special education personnel to ensure that local educational agencies (LEAs) and schools have personnel with the capacity to provide evidence-based instruction. It also focuses on promoting access to, and greater participation and progress in, the general education curriculum in the least restrictive environment for students with disabilities. For more information about the work of this center, see .
Beginning in 2006, OSEP funded CONNECT: The Center to Mobilize Early Childhood Knowledge (CONNECT) to develop Web-based instructional resources, including training modules, for faculty and other professional development providers. This center’s instructional resources focus on evidence-based intervention practices for infants, toddlers, and preschool children with disabilities and their families who are served in a variety of learning environments and inclusive settings. For more information on this center, see .
User survey results from both of these centers show that college and graduate students, practicing educators, parents, university faculty, and professional development providers are frequent users of their Web sites (IRIS Center for Training Enhancements, 2012; Winton, Buysse, Rous, Lim, & Epstein, 2012). In these surveys, both centers’ Web sites also received high overall ratings for the quality, relevance, and usefulness of the training modules that were developed by the centers. The work of the IRIS Center and CONNECT have been helpful, but additional work is needed. Specifically, it is critical that: (a) existing training modules be updated to align with new developments in the field, as needed; (b) resources be expanded to include coursework, in addition to training modules; and (c) more training modules and coursework be developed to address the most pressing demands that today’s educators face in classrooms, early childhood programs, and early intervention programs. These demands include, but are not limited to, aligning curricula and instruction to college- and career-ready standards, adapting principles and practical applications of universal design for learning, providing differentiated instruction, implementing positive behavioral interventions and supports using response to intervention frameworks, and using technology effectively and efficiently to improve results for children with disabilities.
For these reasons, OSEP proposes to fund the National Center for Development of Coursework and Training Modules to Improve Services and Results for Children with Disabilities (Center). The Center will build upon, and expand the work of, previous OSEP investments to develop and disseminate exemplary coursework and training modules on evidence-based practices for: (a) IHE faculty of preservice preparation programs; (b) professional development providers working with State educational agencies (SEAs), LEAs, schools, IDEA Part C lead agencies, early intervention service (EIS) providers, and other early childhood programs serving children with disabilities and their families; and (c) practicing educators. Other interested parties also may access the publically available products.
The purpose of the Center under this priority is to develop and promote the use of innovative teaching and learning tools, coursework, and training modules in order to improve the overall quality of preservice preparation and professional development programs, expand the breadth and depth of the content on evidence-based practices that is provided in these programs, and increase the use of evidence-based practices by educators to effectively meet the needs of children with disabilities and their families. Under this priority, the Center must demonstrate applications of technology to support the use of evidence-based practices. The Center must also use technology to efficiently and effectively develop, deliver, and disseminate its products and services.
Priority:
The purpose of this priority is to fund a cooperative agreement to support the establishment and operation of a National Center for Development of Coursework and Training Modules to Improve Services and Results for Children with Disabilities (Center). The Center will:
(1) serve as a national resource for teaching and learning tools, coursework,[12] and training modules[13] for building the capacity of educators to use evidence-based[14] instructional and intervention practices in addressing the needs of children with disabilities (birth through age 21), and professional development practices for use with preservice and practicing educators;
(2) make available training modules related to these practices that were developed under prior OSEP investments, and update them to align with developments in the field, as needed;
(3) develop exemplary teaching and learning tools, coursework, and training modules on the use of these practices that can be integrated into preservice preparation and professional development programs;
(4) demonstrate the application of technology in coursework and training modules to support the use of evidence-based practices;
(5) use technology to efficiently and effectively develop, deliver, and disseminate Center products and services; and
(6) provide TA to support the use of Center products.
To be considered for funding under this absolute priority, applications must meet the application requirements contained in this priority. All projects funded under this absolute priority also must meet the programmatic and administrative requirements specified in the priority.
Application Requirements.
An applicant must include in its application --
(a) A logic model that depicts, at a minimum, the goals, activities, outputs, and outcomes of the proposed project. A logic model communicates how a project will achieve its outcomes and provides a framework for both the formative and summative evaluations of the project;
Note: The following Web sites provide more information on logic models: model_and_performance and matrix/logicmodel_resource3c.html.
(b) A plan to implement the activities described in the Project Activities section of this priority. If there are considerations specific to serving infants, toddlers, and preschool children with disabilities and their families versus students with disabilities in kindergarten through 12th grade, these considerations must be delineated in the plan;
(c) A plan, linked to the proposed project’s logic model, for a formative evaluation of the proposed project’s activities. The plan must describe how the formative evaluation will use clear performance objectives to offer feedback on the Center’s: (1) identification, development, and dissemination of coursework and training modules on evidence-based practices; and (2) TA provided under this priority. The plan must outline how the Center will use feedback from the formative evaluation to ensure continuous improvement in the operation of the proposed project, including objective measures of progress in implementing the project and ensuring the quality, relevance, and usefulness of products and services;
(d) A budget for a summative evaluation to be conducted by an independent third party. At a minimum, the plan must include an independent review of the quality, relevance, and usefulness of the coursework and training modules developed by the Center; the reach of Center products and services; and the impact of the Center’s products and services on preservice programs and their students, as well as on practicing educators’ knowledge, skills, and use of evidence-based practices;
(e) A budget for attendance at the following:
(1) A two-day kick-off meeting to be held in Washington, DC, within four weeks after receipt of the award, and an annual planning meeting held in Washington, DC, with the OSEP Project Officer during each subsequent year of the project period.
Note: Within 30 days of receipt of the award, a post-award teleconference must be held between the OSEP Project Officer and the grantee’s Project Director or other authorized representative;
(2) The three-day OSEP Project Directors’ Conference in Washington, DC, during each year of the project period;
(3) The three-day Leveraging Resources Conference in Washington, DC, during each year of the project period; and
(4) Three two-day trips annually to attend Department briefings, Department-sponsored conferences, and other meetings, as requested by OSEP.
(f) A budget that demonstrates that not less than 30 percent of each year’s proposed annual budget be used for activities (e.g., development of coursework and training modules, TA) related to infants, toddlers, and preschool children with disabilities and their families.
Note: With approval from the OSEP Project Officer, the Center must reallocate any remaining funds from this annual set-aside no later than the end of the third quarter of each budget period; and
(g) A line item in the proposed budget for an annual set-aside of five percent of the grant amount to support emerging needs that are consistent with the proposed project’s activities, as those needs are identified in consultation with and approved by OSEP.
Note: With approval from the OSEP Project Officer, the Center must reallocate any remaining funds from this annual set-aside no later than the end of the third quarter of each budget period.
Project Activities.
To meet the requirements of this priority, the Center, at a minimum, must conduct the following activities:
Knowledge Development Activities.
(a) In the first six months of the project, identify exemplary coursework and training modules on evidence-based practices that are available from prior OSEP investments and publically available resources from other developers, submit a descriptive summary of the resources in a written report, and update the resources to align with new developments in the field, as needed.
(b) Develop exemplary coursework and training modules on evidence-based practices that are--
(1) Designed for ease of integration into existing curricula and practica for IHE faculty of preservice preparation programs;
(2) Designed for ease of use by professional development providers working with professional development programs at SEAs, LEAs, and schools; or with IDEA Part C lead agencies, EIS providers, and other early childhood programs serving children with disabilities and their families;
(3) Consistent with adult-learning principles and aligned with current professional practice and training standards for educators, and evidence-based research on preservice preparation and professional development of effective educators;
(4) Planned with consideration for delivery and dissemination using various technology-based teaching formats, tools, and modes of delivery, such as, but not limited to, directed, self-directed, blended, and mobile learning using portable devices; and
(5) Developed to address the needs of children with a broad range of disabilities, including disabilities requiring supports and services of varying intensity levels (e.g., ranging from accommodations in a general education classroom to highly individualized, full-time instruction and specialized equipment).
(c) Ensure that, in sum, coursework and training modules address the selection, implementation, and evaluation of specific evidence-based practices; the use of universal design for learning principles and practices; standards-based instruction; continuous performance-based progress monitoring; data-based decision making; and collaboration among other educators and related services providers, and with families related to--
(1) Improving developmental and learning outcomes for children with disabilities;
(2) Providing special education services and supports, and accommodations for children with disabilities; and
(3) Developing (i) individualized family service plans to ensure that infants, toddlers, and preschool children with disabilities are served in natural environments; and (ii) individualized education programs to ensure school-age children with disabilities are served in the least restrictive environment with access to, and opportunities to participate and make progress in, the general education curriculum.
(d) Collaborate with content experts and representatives from preservice preparation programs (four-year, two-year, and graduate programs), and seek input from professional development providers working with SEAs, LEAs, and schools; professional development providers working with IDEA Part C lead agencies, EIS providers, and other early childhood programs serving children with disabilities and their families; professional associations; and other stakeholders, as appropriate, on the needs of preservice and practicing educators, teaching and learning tools, development plans, and product reviews of coursework and training modules on evidence-based practices.
(e) Following the kick-off meeting, and annually thereafter, submit an annual product development plan prepared in collaboration with the OSEP Project Officer, for approval by OSEP prior to the initiation of any product development activity. The plan must address, at a minimum, how the Center will--
(1) Obtain input on coursework and training module topics and content from content experts, representatives from preservice preparation and professional development providers (see Knowledge Development Activities, paragraphs (b) and (c) of this priority), professional associations, and other stakeholders, as appropriate;
(2) Identify and select topics and products that meet the needs identified; and
(3) Evaluate the content, quality, relevance, and usefulness of products.
(f) Develop new products consistent with the product definition and guidelines posted on the Technical Assistance Coordinating Center (TACC) Web site (). Proposed revisions to an approved product development plan may be submitted to or requested by the OSEP Project Officer any time prior to the end of the project period, if changes are needed. The revised plan must be approved by OSEP prior to being adopted.
(g) Develop training guides or materials for IHE faculty and professional development providers that provide information on Center products and services, and content topics; describe how to integrate coursework and training modules into preservice and professional development programs; and explain how coursework and training modules can be used for individual self-directed learning.
(h) Develop self-assessment tools and guides that preservice preparation and professional development providers can use to evaluate program curricula to: (1) determine where evidence-based practices are, and should be, taught; (2) identify where clinical practice opportunities (e.g., a field placement, internship) are, and should be, embedded to align with preservice or professional development program requirements; (3) identify how and where preservice and practicing educators’ knowledge of and skills using evidence-based practices are, and should be, assessed; and (4) document improvements, if any, that have or will be made by the preservice and professional development program based on results from use of self-assessment tools and guides.
(i) Promote the use of existing and emerging technologies to more efficiently and effectively develop, deliver, and disseminate teaching and learning tools, coursework, and training modules on evidence-based practices and provide ongoing TA on the use of Center products and services.
Technical Assistance and Dissemination Activities.
(a) Conduct TA and dissemination activities (e.g., managing Web sites, listservs, and communities of practices; holding conferences and training institutes) on exemplary coursework and training modules on evidence-based practices that can easily be: (1) integrated into preservice preparation courses and programs at IHEs; (2) incorporated into professional development programs at SEAs, LEAs, and schools; and at IDEA Part C lead agencies, EIS provider programs, and other early childhood programs serving children with disabilities and their families; and (3) used by individual self-directed learners, including educators with disabilities. All coursework and training modules available through the Center, including the evidence base of the practices addressed in the coursework and training modules, must be disseminated as publically available resources on a dedicated Web site that is easily searchable by topic and available for use at no cost. The Web site must meet government or industry-recognized standards for accessibility, must link to the Web site operated by the TACC, and must be accessible in a variety of formats (e.g., accessible online, in downloadable portable document format (PDF) and electronic publication (EPUB) formats, print-on-demand).
(b) Use efficient and effective strategies to develop and provide a continuum of TA to support the delivery of coursework and training modules on using evidence-based practices, including:
(1) General support that is widely available (e.g., one-time, invited conference presentations; information on products, such as newsletters, guidebooks, or research syntheses, downloaded from the Center's Web site by independent users; or brief communications by Center staff with recipients).
(2) Targeted support that is based on needs common to multiple recipients (e.g., conferences and training institutes for a clearly identified target audience, seminars or webinars on topics relevant to integrating Center products into preservice training, facilitating a series of conference calls on topics designed around the needs of recipients, facilitating communities of practice for a target group).
(3) Intensive support that is based on the needs of recipients to attain a specific outcome (e.g., planned, purposeful consultation with a small group of IHE faculty on systemic integration of Center coursework and training models as part of program redesign; ongoing coaching on integration and application of Center products in courses for preservice educators) based on the needs of recipients.
(c) Ensure that the TA provided under this priority is consistent with the evidence base for delivering effective professional development to educators.
(d) Ensure that the TA provided under this priority addresses a range of topics, including, but not limited to, training and coaching on access and use of Center products; integration of evidence-based practices into preservice and professional development training; and strategies for building the capacity of educators for using evidence-based practices with children with disabilities.
(e) Develop and coordinate a national TA network comprised of a cadre of experts that the Center will use to provide training and TA on the use of Center products and services, including: (1) integrating coursework and training modules into preservice preparation and professional development programs; and (2) assisting faculty and professional development providers in building their capacity to support preservice and practicing educators in identifying, selecting, implementing, and evaluating evidence-based practices for use with infants, toddlers, and preschool children with disabilities and their families, and students with disabilities in kindergarten through 12th grades. The network will also assist the Center with disseminating Center products and other activities, as needed.
(f) Develop and implement an efficient and high-quality dissemination strategy aimed at increasing the reach and potential impact of Center products and services by providing broad audiences with information about the availability and use of Center products and services. The Center must--
(1) Coordinate with the National Dissemination Center for Individuals with Disabilities to implement its dissemination strategy, and report to the OSEP Project Officer the outcomes of these coordination efforts.
(2) Reach primary audiences, including IHE faculty of preservice preparation programs for educators of children with disabilities; and professional development providers working with SEAs, LEAs, and schools, and with IDEA Part C lead agencies, EIS providers, and early childhood programs serving children with disabilities and their families.
(3) Extend outreach efforts to other audiences that also might benefit from Center products and services such as--
(i) Faculty of preservice preparation programs for educators in IHEs that do not have a special education department and programs whose graduates historically have assumed positions in high-poverty schools,[15] persistently lowest-achieving schools,[16] priority schools (in the case of States that have received the Department’s approval of a request for ESEA flexibility),[17] or rural LEAs[18] that have a critical need for effective educators to serve students with disabilities;
(ii) Early intervention and special education professional development providers working in programs and schools with high rates of personnel attrition and where effective professional development opportunities may lead to increased staff retention and equitable distribution of effective educators;
(iii) OSEP-funded personnel development grantees; and (iv) Individuals with disabilities who are, or are training to be, educators who would benefit from the increased accessibility technology can provide.
(g) Use existing and emerging technologies to develop innovative teaching and learning tools, efficiently and effectively deliver training and TA, and increase the reach of Center products and services. Include, as part of its application, a proposed plan describing the proposed potential uses of existing and emerging technologies, including how the Center will collaborate with technology experts, representatives of other stakeholder groups, and OSEP to identify the proposed potential uses of existing and emerging technologies. The Center’s plan for TA and dissemination activities must be approved by OSEP prior to initiating the development of any products or services.
(h) Prepare and disseminate reports, documents, and other materials on evidence-based practice and related topics as requested by OSEP for specific audiences, including, but not limited to, IHE faculty of preservice preparation programs for educators of children with disabilities; professional development providers for SEAs, LEAs, and schools; and professional development providers for IDEA Part C lead agencies, EIS providers, and other early childhood programs serving children with disabilities and their families. In consultation with the OSEP Project Officer and members of the group assembled in accordance with this priority (see Leadership and Coordination Activities, paragraph (a) of this priority), the Center must make selected reports, documents, and other materials available in both English and Spanish.
Leadership and Coordination Activities.
(a) Consult with a group of persons, including representatives from SEAs and LEAs, including representatives from IDEA Part C and preschool Part B programs, preservice preparation and professional development programs, professional organizations, other OSEP-funded TA projects, project directors of State Professional Development Grants and other Department-funded higher education projects, and researchers, as appropriate on the activities and outcomes of the Center and solicit programmatic support and advice from various participants in the group, as appropriate. The Center may convene meetings, whether in person, by phone or other means, for this purpose, or may consult with group participants individually. The Center must identify the members of the group to OSEP within eight weeks after receipt of the award.
(b) Communicate and collaborate, on an ongoing basis, with OSEP-funded projects, including the Center on State Implementation and Scaling Up of Evidence-based Practices, the IDEA Partnership Project, OSEP-funded early childhood centers, and the Regional Resource Centers. This collaboration could include the joint development of products, the coordination of TA services, and the planning and carrying out of TA meetings and events.
(c) Contribute, on an ongoing basis, updated information on the Center’s approved and finalized products and services to a database at TACC.
(d) Participate in, organize, or facilitate communities of practice if they align with the needs of the project’s primary audience. Communities of practice should align with the project’s objectives to support discussions and collaboration among key stakeholders. The following Web site provides more information on communities of practice: munities; and
(e) Maintain ongoing communication with the OSEP Project Officer through monthly phone conversations and e-mail communication.
Extending the Project for a Fourth and Fifth Year:
In deciding whether to continue funding the Center for the fourth and fifth years, the Secretary will consider the requirements of 34 CFR 75.253(a), and in addition--
(a) The recommendation of a review team consisting of experts selected by the Secretary. This review will be conducted during a one-day intensive meeting in Washington, DC, that will be held during the last half of the second year of the project period. The Center must budget for travel expenses associated with this one-day intensive review;
(b) The timeliness and effectiveness with which all requirements of the negotiated cooperative agreement have been or are being met by the Center; and
(c) The quality, relevance, and usefulness of the Center’s activities and products, and the degree to which the Center’s activities and products have contributed to changed practice and improved knowledge and skills of educators to select, implement, and evaluate the use of evidence-based practices; and increased use of evidence-based practices by educators serving children with disabilities.
References
Blanton, L. P., Pugach, M. C., & Florian, L. for American Association of Colleges of Teacher Education and the National Center for Learning Disabilities. (April 2011). Preparing General Education Teachers to Improve Outcomes for Students with Disabilities. Available from .
Bruder, M. B., Mogro-Wilson, C., Stayton, V. D., & Dietrich, S. L. (2009). The national status of inservice professional development systems for early intervention and early childhood special education practitioners. Infants and Toddlers, 22(1), 13-20.
Jaquith, A., Mindich, D., Wei, R.C., & Darling-Hammond, L. (2010). Teacher professional learning in the United States: Case studies of state policies and strategies. Oxford, OH: Learning Forward.
Institute of Medicine (IOM) and National Research Council (NRC). 2012. The early childhood care and education workforce: Challenges and opportunities: A workshop report. Washington, DC: The National Academies Press.
IRIS Center for Training Enhancements. (2012, March). Quarterly Report: First Quarter, Year 6 Report. Nashville, TN: Author.
U.S. Department of Education, Office of Educational Technology. (2010a). Transforming American Education: Learning Powered by Technology. Washington, DC: Available from www2.about/offices/list/os/technology/netp.pdf.
U.S. Department of Education, Office of Planning, Evaluation and Policy Development. (2010b). ESEA Blueprint for Reform. Washington, DC: Available from www2.policy/elsec/leg/blueprint/index.html.
U.S. Government Accountability Office. (2009). Teacher Preparation Multiple Federal Education Offices Support Teacher Preparation for Instructing Students with Disabilities and English Language Learners, but Systemic Departmentwide Coordination Could Enhance This Assistance, (GAO-09-573). Washington, DC: July 20, 2009. Available from new.items/d09573.pdf.
Wei, R.C., Darling-Hammond, L., & Adamson, F. (2010).
Professional development in the United States: Trends and challenges. Dallas, TX: National Staff Development Council.
Winton, P., Buysse, V., Rous, B., Lim, C-I., & Epstein, D. (2012, March). CONNECT Modules: Usage and Impact. Report to the CONNECT Steering Committee, University of North Carolina, FPG Child Development Institute. Chapel Hill, NC: CONNECT: The Center to Mobilize Early Childhood Knowledge.
Program Authority:
20 U.S.C. 1474 and 1481.
Performance Measures:
Under the Government Performance and Results Act of 1993 (GPRA), the Department has established a set of performance measures, including long-term measures, that are designed to yield information on various aspects of the effectiveness and quality of the PERSONNEL DEVELOPMENT TO IMPROVE SERVICES AND RESULTS FOR CHILDREN WITH DISABILITIES program. These measures focus on the extent to which projects are of high quality, are relevant to improving outcomes of children with disabilities, and contribute to improving outcomes for children with disabilities. We will collect data on these measures from the projects funded under this competition.
Grantees also will be required to report information on their projects’ performance in annual reports to the Department (34 CFR 75.590).
Applications Available:
June 19, 2012.
Deadline for Transmittal of Applications:
July 30, 2012.
Estimated Available Funds:
$1,500,000. Contingent upon the availability of funds and the quality of applications, we may make additional awards in FY 2013 from the list of unfunded applicants from this competition.
Maximum Award:
We will reject any application that proposes a budget exceeding $1,500,000 for a single budget period of 12 months. The Assistant Secretary for Special Education and Rehabilitative Services may change the maximum amount through a notice published in the Federal Register.
Project Period:
Up to 36 months with an optional additional 24 months based on performance.
Note: Applications must include plans for both the 36 month award and the 24-month extension.
Estimated Number of Awards: 1.
Page Limits:
The application narrative (Part III of the application) is where you, the applicant, address the selection criteria that reviewers use to evaluate your application. You must limit the application narrative to the equivalent of no more than 50 pages, using the following standards:
• A "page" is 8.5" x 11" (on one side only) with 1” margins at the top, bottom, and both sides.
• Double-space (no more than three lines per vertical inch) all text in the application narrative, including titles, headings, footnotes, quotations, references, and captions.
• Use a font that is either 12 point or larger and no smaller than 10 pitch (characters per inch).
The page limit does not apply to Part I, the cover sheet; Part II, the budget section, including the narrative budget justification; Part IV, the assurances and certifications; or the one-page abstract, the resumes, the bibliography, references, or the letters of support. However, the page limit does apply to the application narrative in Part III.
We will reject any application if you exceed the page limit; or if you apply other standards and exceed the equivalent of the page limit.
General Requirements:
(a) Projects funded under this notice must make positive efforts to employ and advance in employment qualified individuals with disabilities in project activities (see section 606 of IDEA); and
(b) Applicants and grant recipients funded under this notice must involve individuals with disabilities or parents of individuals with disabilities ages birth through 26 in planning, implementing, and evaluating the projects (see section 682(a)(1)(A) of IDEA).
Applicable Regulations:
(a) The Education Department General Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80, 81, 82, 84, 86, 97, 98, and 99.
(b) The Education Department debarment and suspension regulations in 2 CFR part 3485.
(c) The regulations for this program in 34 CFR part 304.
Note: The regulations in 34 CFR part 79 apply to all applicants except federally recognized Indian tribes.
Note: The regulations in 34 CFR part 86 apply to institutions of higher education only.
Eligible Applicants:
SEAs; LEAs, including public charter schools that are considered LEAs under State law; IDEA Part C lead agencies; EIS providers; IHEs; other public agencies; private nonprofit organizations; outlying areas; freely associated States; Indian tribes or tribal organizations; and for-profit organizations.
Intergovernmental Review:
The program in this notice is subject to the requirements of Executive Order 12372 and the regulations in 34 CFR part 79. One of the objectives of the Executive Order is to foster an intergovernmental partnership and a strengthened federalism. The Executive order relies on processes developed by State and local governments for coordination and review of proposed Federal financial assistance.
This document provides early notification of our specific plans and actions for this program.
For further information about this priority contact:
Sarah Allen, Project Officer
Research to Practice Division
Office of Special Education Programs
Telephone: 202-245-7875
FAX: 202-245-7619
Internet: Sarah.Allen@
TTD: 1-800-877-8339
Selection Criteria and Format for the
Applications for New Awards—
National Center for Development of Coursework and
Training Modules to Improve Services and Results for
Children with Disabilities (CFDA 84.325E)
Part III of the application form requires a narrative that addresses the selection criteria that will be used by reviewers in evaluating individual proposals. Applications are more likely to receive favorable reviews by panels when they are organized according to the format suggested below. This format was published in the FEDERAL REGISTER as an appendix to the program regulations, and it addresses all the selection criteria used to evaluate applications required by regulations. If you prefer to use a different format, you may wish to cross-reference the sections of your application to the selection criteria to be sure that reviewers are able to find all relevant information.
The selection criteria that will be used to evaluate applications submitted to the Applications for New Awards; Personnel Development to Improve Services and Results for Children with Disabilities—National Center for Development of Coursework and Training Modules to Improve Services and Results for Children with Disabilities (CFDA 84.325E) competition are the selection criteria for new grants required by the EDGAR general selection criteria menu. The maximum score for all of the criteria is 100 points.
The application narrative should include the following sections in this order:
(a) Significance (10) points
(1) The Secretary considers the significance of the proposed project.
(2) In determining the significance of the proposed project, the Secretary considers the following factors:
(i) The potential contribution of the proposed project to increased knowledge or understanding of educational problems, issues, or effective strategies;
(ii) The likelihood that the proposed project will result in system change or improvement;
(iii) The extent to which the proposed project is likely to build local capacity to provide, improve, or expand services that address the needs of the target population;
(iv) The likely utility of the products (such as information, materials, processes, or techniques) that will result from the proposed project, including the potential for their being used effectively in a variety of other settings; and
(v) The importance or magnitude of the results or outcomes likely to be attained by the proposed project.
(b) Quality of project services (25) points
(1) The Secretary considers the quality of the services to be provided by the proposed project.
(2) In determining the quality of the services to be provided by the proposed project, the Secretary considers the quality and sufficiency of strategies for ensuring equal access and treatment for eligible project participants who are members of groups that have traditionally been underrepresented based on race, color, national origin, gender, age, or disability.
(3) In addition, the Secretary considers the following factors:
(i) The extent to which the services to be provided by the proposed project are appropriate to the needs of the intended recipients or beneficiaries of those services;
(ii) The extent to which entities that are to be served by the proposed technical assistance project demonstrate support for the project;
(iii) The extent to which the services to be provided by the proposed project reflect up-to-date knowledge from research and effective practice;
(iv) The likely impact of the services to be provided by the proposed project on the intended recipients of those services;
(v) The extent to which the services to be provided by the proposed project involve the collaboration of appropriate partners for maximizing the effectiveness of project services; and
(vi) The extent to which the technical assistance services to be provided by the proposed project involve the use of efficient strategies, including the use of technology, as appropriate, and the leveraging of non-project resources.
(c) Quality of project personnel (20) points
(1) The Secretary considers the quality of the personnel who will carry out the proposed project.
(2) In determining the quality of project personnel, the Secretary considers the extent to which the applicant encourages applications for employment from persons who are members of groups that have traditionally been underrepresented based on race, color, national origin, gender, age, or disability.
(3) In addition, the Secretary considers the following factors:
(i) The qualifications, including relevant training and experience, of key project personnel; and
(ii) The qualifications, including relevant training and experience, of project consultants or subcontractors.
(d) Adequacy of resources (10) points
(1) The Secretary considers the adequacy of resources for the proposed project.
(2) In determining the adequacy of resources for the proposed project, the Secretary considers the following factors:
(i) The adequacy of support, including facilities, equipment, supplies, and other resources, from the applicant organization or the lead applicant organization;
(ii) The extent to which the budget is adequate to support the proposed project; and
(iii) The extent to which the costs are reasonable in relation to the number of persons to be served and to the anticipated results and benefits.
(e) Quality of the management plan (15) points
(1) The Secretary considers the quality of the management plan for the proposed project.
(2) In determining the quality of the management plan for the proposed project, the Secretary considers the following factors:
(i) The adequacy of the management plan to achieve the objectives of the proposed project on time and within budget, including clearly defined responsibilities, timelines, and milestones for accomplishing project tasks;
(ii) The adequacy of procedures for ensuring feedback and continuous improvement in the operation of the proposed project;
(iii) The adequacy of mechanisms for ensuring high-quality products and services from the proposed project;
(iv) The extent to which the time commitments of the project director and principal investigator and other key project personnel are appropriate and adequate to meet the objectives of the proposed project; and
(v) How the applicant will ensure that a diversity of perspectives are brought to bear in the operation of the proposed project, including those of parents, teachers, the business community, a variety of disciplinary and professional fields, recipients or beneficiaries of services, or others, as appropriate.
(f) Quality of project evaluation (20) points
(1) The Secretary considers the quality of the evaluation to be conducted of the proposed project.
(2) In determining the quality of the evaluation, the Secretary considers the following factors:
(i) The extent to which the methods of evaluation are thorough, feasible, and appropriate to the goals, objectives, and outcomes of the proposed project.
(ii) The extent to which the methods of evaluation will provide performance feedback and permit periodic assessment of progress toward achieving intended outcomes
(iii) The extent to which the methods of evaluation will provide timely guidance for quality assurance.
(iv) The extent to which the evaluation will provide guidance about effective strategies suitable for replication or testing in other settings.
(v) The extent to which the methods of evaluation provide for examining the effectiveness of project implementation strategies.
(vi) The extent to which the methods of evaluation include the use of objective performance measures that are clearly related to the intended outcomes of the project and will produce quantitative and qualitative data to the extent possible.
General Information on
Completing an Application
General Information on Completing an Application
POTENTIAL APPLICANTS FREQUENTLY DIRECT QUESTIONS TO OFFICIALS OF THE DEPARTMENT REGARDING APPLICATION NOTICES AND PROGRAMMATIC AND ADMINISTRATIVE REGULATIONS GOVERNING VARIOUS DIRECT GRANT PROGRAMS. TO ASSIST POTENTIAL APPLICANTS, THE OFFICE OF SPECIAL EDUCATION PROGRAMS STAFF HAVE ASSEMBLED THE FOLLOWING MOST COMMONLY RAISED ISSUES. IN GENERAL, THIS INFORMATION APPLIES TO THE GRANT COMPETITIONS COVERED BY THIS APPLICATION PACKAGE.
Extension of Deadlines
Waivers for individual applications are not granted, regardless of the circumstances. Under very extraordinary circumstances a closing date may be changed. Such changes are announced in the Federal Register.
Copies of the Application
Current Government-wide policy is that only an original and two copies need to be submitted. OSEP would appreciate receiving three additional copies to facilitate the peer review process. This would mean an original and two copies need to be submitted and we would appreciate your voluntarily submitting an additional three copies (six applications in all). Copies of the application may be bound, but it is not necessary or required. If bound, one copy should be left unbound to facilitate electronic scanning and any necessary reproduction. Applicants should not use colored paper, foldouts, photographs, or other materials that are hard to duplicate.
Please Note: If an application is recommended for funding and a grant award is issued, we will contact the applicant to request a copy of the application on a diskette or CD. The Department is moving toward an electronic grant filing system and an electronic copy of all applications that are being funded will facilitate this effort.
Making Applications More Accessible to Reviewers Who Are Blind or Have Low Vision
The Department will accept one copy of the application in an accessible format (i.e., IBM PC compatible WordPerfect or ASCII code diskette) along with the original and two print copies of the application. The accessible format copy can be used with available software to convert the text of the application into Braille, or with text to voice applications. If there are any differences in the print original provided on the disk and in print, the print original is assumed to be the correct version. Please note that it is not a requirement that one copy of the application be in an accessible format.
Missed Deadlines and Submission Under Other Competitions
Should an application miss the deadline for a particular competition, it may be submitted to another competition. However, if an application is properly prepared to meet the specifications of one competition, it is extremely unlikely that it would be favorably evaluated under a different competition.
Submission to More Than One Program
Applications may be submitted to more than one Federal program if you are unsure of the most appropriate program. Each application should be prepared following the instructions for that particular program as closely as possible (which may require some reformulation). It is very helpful if each program is notified that an identical or similar application is being submitted to another program.
Help Preparing Applications
We are happy to provide general program information. Clearly it would not be appropriate for staff to participate in the actual writing of an application, but we can respond to specific questions about our application requirements and evaluation criteria, or about the announced priorities. Applicants should understand that such previous contact is not required, nor does it guarantee the success of an application.
Notification of Funding
The time required to complete the evaluation of applications is variable. Once applications have been received staff must determine the areas of expertise needed to appropriately evaluate the applications, identify and contact potential reviewers, convene peer review panels, and summarize and review the recommendations of the review panels. You can expect to receive notification within 3 to 6 months of the application closing date, depending on the number of applications received and the number of competitions with closing dates at about the same time.
Possibility of Learning the Outcome of Review Panels Prior to Official Notification
Every year we are called by a number of applicants who have legitimate reasons for needing to know the outcome of the review prior to official notification. Some applicants need to make job decisions, some need to notify a local school district, etc. Regardless of the reason, we cannot share information about the review with anyone until the Assistant Secretary has approved a slate of projects recommended for funding. You will be notified as quickly as possible either by telephone (if your application is recommended for funding), or through a letter (if your application is not successful).
Format for Applications
The application narrative (Part III of the application form) should be organized to follow the exact sequence of the components in the selection criteria used to evaluate applications. (The selection criteria for the competitions covered by this packet are listed following the specific competition information in section “B” of this packet.) A table of contents, list of priority requirements, and an abstract should precede the application narrative. If you prefer to use a different format, you may wish to cross-reference the sections of your application to the selection criteria to be sure that reviewers are able to find all relevant information.
An abstract, not to exceed one page, should precede the application narrative of all applications. In addition to any requirements for the abstract in the priority, it would be helpful if it included the following information: Purpose of the project; disability addressed by the project; age group (e.g., 0-3, preschool, elementary school, middle school, high school, secondary transition, and postsecondary); geography (e.g., rural, suburban, urban); severity (e.g., mild, moderate, and severe); proposed products; proposed outcomes; names/affiliations of key collaborators. It would be helpful if the abstract includes: (a) the title of the program, (b) the name of the Absolute Priority, and (c) the CFDA Number (e.g., 84.325E).
For Personnel Preparation applications, the abstract should also include, as appropriate, (a) the degree individuals receive upon completion of the program, (b) type of program offered, (c) number of students who receive support, and (d) percent of total annual funding designated for student support.
To aid in screening and reviewing the application, applicants should list in Part II and prior to the abstract, all general, special, and other requirements for the priority and corresponding page number (s) where requirements are addressed within the application. Page limits do not apply to this list. (All requirements are found in each priority description included in this application package.) The format included below is an example of how you might provide this information in your application.
Page # Requirements
(a) Projects funded under this notice must make positive efforts to employ and advance in employment qualified individuals with disabilities in project activities. (See Section 606 of IDEA)
(b) Applicants and grant recipients funded under this notice must involve individuals with disabilities or parents of individuals with disabilities ages birth through 26 in planning, implementing, and evaluating the projects. (See Section 682(a)(1)(A) of IDEA)
(c) Applicant must describe steps to ensure equitable access to, and participation in, its program for students, teachers, and other program beneficiaries with special needs. (See Section 427, GEPA)
(d) Projects funded under these priorities must budget for a three-day Project’s Directors’ meeting in Washington, D.C. during each year of the project.
Page Limits
Please note that all applications submitted under the competition in this application package must adhere to the Part III—Application Narrative page limit requirements that are specified under each priority/competition description. Your application should provide enough information to allow the review panel to evaluate the importance and impact of the project as well as to make knowledgeable judgments about the methods you propose to use (design, subjects, sampling procedures, measures, instruments, data analysis strategies, etc.). It is often helpful to have:
1. Staff Vitae: They should include each person's title and role in the proposed project and contain only information that is relevant to this proposed project's activities and/or publications. Vitae for consultants and Advisory Council members should be similarly brief.
2. Instruments: Except in the case of generally available and well known instruments.
3. Agreements: When the participation of an agency other than the applicant is critical to the project. This is particularly critical when an intervention will be implemented within an agency, or when subjects will be drawn from particular agencies. Letters of cooperation should be specific, indicating agreement to implement a particular intervention or to provide access to a particular group of students.
The items listed above are not included under page limits.
Making Sure Application is Assigned to the Correct Competition
Applicants should clearly indicate in Item 11 on the application (SF Form 424) the CFDA number of the program priority (e.g., 84.325E, etc.) representing the competition in which the application should be considered. If this information is not provided, your application may inadvertently be assigned and reviewed under a different competition from the one you intended.
Return of Non-Funded Applications
We do not return original copies of applications. Thus, applicants should retain at least one copy of the application. Copies of reviewer comments will be mailed to all applicants.
Proposed Staff Availability to Project
For each staff person named in the application, please provide documentation of all internal and external time commitments. In instances where a staff person is committed on a federally supported project, please provide the project name, Federal office, program title, the project federal award number, and the amount of committed time by each project year. This information (e.g., Staff: Jane Doe; Project Name: Succeeding in the General Curriculum; Federal office: Office of Special Education Programs; Program title: Personnel Development to Improve Services and Results for Children with Disabilities; Award number: H326A030002; Time commitments: Year 1—30%; Year 2—25% and Year 3—40%) can be provided as an Appendix to the application.
In general, we will not reduce time commitments on currently funded grants from the time proposed in the original application. Therefore, we will not consider for funding any application where key staff are bid above a time commitment level that staff have available to bid. Further, the time commitments stated in newly submitted applications will not be negotiated down to permit the applicant to receive a new grant award.
Use of Person Loading Charts
It is important for applicants to include proposed time commitments for all project personnel. Also, program officials and applicants often find person loading charts useful formats for showing project personnel and their time commitments to individual activities. A person loading chart is a tabular representation of major evaluation activities by number of days spent by each key person involved in each activity, as shown in the following example.
Table: Person Loading Chart —Time in Day(s) by Person*
|Activity |Time in Day(s) by Person |
| |Person A |Person B |Person C |Person D |
|Library Research |0 |0 |0 |0 |
|Hire Staff |0 |0 |0 |0 |
|Prepare Materials |0 |0 |0 |0 |
|Train Raters |0 |2 |0 |0 |
|Data Collection |0 |0 |0 |0 |
|Data Analysis |0 |0 |0 |0 |
|Dissemination (manuscripts, etc.) |0 |0 |0 |0 |
*Note: All figures represent FTE for the grant year.
Delivering/Sending Applications to the Competition Manager
Applications can be mailed or hand delivered, or submitted electronically but in either case must go to the Application Control Center at the address listed in the Application Transmittal Instructions. Delivering or sending the application to the competition manager in the program office may prevent it from being logged in on time to the appropriate competition and may result in the application not being reviewed.
Allowed Travel Under These Projects
Travel is allowed if the travel specifically relates to the expressed goals of the project. Travel by students to further their education under the project's goals is also allowed. Travel to conferences is the travel item that is most likely to be questioned during negotiations. Such travel is sometimes allowed when it is for purposes of dissemination, when there will be results to be disseminated, and when it is clear that a conference presentation or workshop is an effective way of reaching a particular target group.
Funding of Approved Applications
It is often the case that the number of applications recommended for approval by the reviewers exceeds the dollars available for funding projects under a particular competition. When the panel reviews are completed for a particular competition, the individual reviewer scores and applications are ranked. The higher ranked, approved applications are funded first, and there are often lower ranked, approved applications that do not receive funding. Sometimes, one or two applications that are approved and fall next in rank order (after those projects selected for funding) are placed on hold. If dollars become available as a result of negotiations, or if a higher ranked applicant declines the award, the projects on hold may receive funding. If you receive a letter stating that you will not receive funding, then your project has neither been selected for funding nor placed on hold.
Indirect Cost Rate
For competitions under the Personnel Development to Improve Services and Results for Children with Disabilities (84.325) program, the indirect cost rate may not exceed eight percent of the direct costs. Some or all of the grants awarded under this program have been designated training grants. The Education Department General Administrative Regulations (EDGAR) limit reimbursement of indirect costs under training grants to non-governmental grantees (subject to 34 CFR part 74). These grantees may recover indirect costs under training grants up to the grantee’s actual indirect costs as determined by the grantee’s negotiated indirect cost agreement or a maximum of 8% of a modified total direct costs, whichever is less.
Note: This limitation does not apply to State agencies, local governments or Federally-recognized Indian tribal governments. [§75.562(c)(2)])
Grantees charging indirect costs to an ED training grant at the 8% rate should have a negotiated rate with their cognizant agency, i.e., either the Federal agency from which it has received the most direct funding subject to indirect cost support, the particular agency specifically assigned cognizance by the Office of Management and Budget or the State agency that provides the most subgrant funds to the grantee.
Although applicants are not required to submit with their application a copy of their indirect cost agreement to claim the 8% rate for funding received in this program, they are required to have documentation available for audit that shows that their negotiated indirect cost rate is at least 8% [§75.563(d)].
Applicants should be aware that amounts representing the difference between the 8% rate and a greater indirect cost rate negotiated with a cognizant agency may not be charged to direct cost categories, used to satisfy matching or cost-sharing requirements, or charged to another Federal award. [§75.563(c)(3)]
Please remember, that recent changes in the indirect costs calculations now removes the cost for student support; traineeships, stipends, tuition, from the direct cost line item. Students’ costs are not subject to indirect cost rates.
Issues Raised During Discussions Prior to Award
If your application is recommended for funding, discussions may be held prior to award to clarify technical or budget issues. These are issues that have been identified during panel and staff review. Generally, technical issues are minor issues that require clarification. Alternative approaches may be presented for your consideration, or you may be asked to provide additional information or rationale for something you have proposed to do. Sometimes, concerns are stated as "conditions". These are concerns that have been identified as so critical that the award cannot be made unless those conditions are met. Questions are also raised about the proposed budget during the discussion phase. Generally, budget issues are raised because there is inadequate justification or explanation of the particular budget item, or because the budget item does not seem critical to the successful completion of the project. A Federal project officer will present the issues to you and ask you to respond. If you do not understand the question, you should ask for clarification. In responding to discussion items you should provide any additional information or clarification requested. You may feel that an issue was addressed in the application. It may not, however, have been explained in enough detail to make it understood by reviewers, and more information should be provided. If you are asked to make changes that you feel could seriously affect the project's success, you may provide reasons for not making the changes, or provide alternative suggestions. Similarly, if proposed budget reductions will, in your opinion, seriously affect the proposed activities, you may want to explain why and provide additional justification for the proposed expenses. Your changes, explanations and alternative suggestions will be carefully evaluated by staff. In some instances, an applicant may again be contacted for additional information. An award cannot be made until all issues have been resolved and conditions met.
Treating a Priority as Two Separate Competitions.
In the past, there have been problems in finding peer reviewers without conflicts of interest where applications are made by many entities throughout the country. The Standing Panel requirements also place additional constraints on the availability of reviewers. Therefore, The Department has determined that, for some discretionary priorities, applications may be ranked and selected for funding in two or more groups, which will ensure the availability of a much larger group of reviewers without conflicts of interest. This procedure will increase the quality, independence and fairness of the review process and will permit panel members to review applications under discretionary priorities to which they have also submitted applications.
Successful Applications and Estimated/Projected Budget Amounts in Subsequent Years
There is a maximum award amount specified for the priority/competitions included in this package. The Department rejects and does not consider an application that proposes a budget exceeding the maximum amount for any single budget period of 12 months for the priorities included in this package. Please refer to the priority description to determine the maximum award for any one particular competition. Since the yearly budgets for multi-year projects will be negotiated at the time of the initial award, applicants must include detailed budgets for each year of their proposed project. Generally, out-year funding levels most likely will not exceed 1st year budgets. However, budget modifications during the negotiation process, the findings from the previous year, or needed changes in the study design can affect your budget requirements in subsequent years, but in no case will out-year budgets exceed the maximum award amount.
Requirement to Report the Results of Grant Activities
The Department shall, where appropriate, require recipients of all grants, contracts and cooperative agreements under Part D of the Individuals with Disabilities Education Act to prepare reports describing their procedures, findings, and other relevant information. The Department shall require their delivery to the Department of Education and other networks as The Department may determine appropriate. (20 U.S.C. 1482)
Difference Between a Cooperative Agreement and a Grant
A cooperative agreement is similar to a grant in that its principal purpose is to accomplish a public purpose of support or stimulation as authorized by a Federal statute. It differs from a grant in the sense that in a cooperative agreement substantial involvement is anticipated between the executive agency (in this case the Department of Education) and the recipient during the performance of the contemplated activity.
Difference Between an Absolute Priority, an Invitational Priority, and a Competitive Priority
An absolute priority is a priority that an applicant must address in order to receive an award. If an applicant does not address an absolute priority, their application will be returned as being non-responsive to the priority.
An invitational priority is a priority that reflects a particular interest of the Department, and an applicant is encouraged to address the invitational priority along with the required absolute priority. However, an applicant choosing to address an invitational priority will not receive any competitive preference over other applications.
A competitive priority is like an invitational priority in that it reflects a particular interest of the Department, and an applicant is encouraged to address the competitive priority along with the required absolute priority. A competitive priority may be handled in one of two ways:
1. an application may be awarded additional points depending on how effectively it addresses the competitive priority; or
2. an application that meets a competitive priority may be selected over an application of comparable merit that does not address the competitive priority. The type of competitive priority for a particular competition is always included in the Federal Register announcement.
Obtaining Copies of the Federal Register, Program Regulations and Federal Statutes
Copies of these materials can usually be found at your local library. If not, they can be obtained by writing to:
Superintendent of Documents
U.S. Government Printing Office
Washington, DC 20402
Telephone: 202-512-1800
Information about the Department's funding opportunities, including copies of application notices for discretionary grant competitions, can be viewed on the Department's grant information web page which can be accessed on the Internet at:
about/offices/list/ocfo/gcsindex.html
However, the official application notice for a discretionary grant competition is the notice published in the Federal Register.
Application Transmittal
Instructions and Requirements for
Intergovernmental Review
APPLICATION TRANSMITTAL INSTRUCTIONS
ATTENTION ELECTRONIC APPLICANTS: PLEASE NOTE THAT YOU MUST FOLLOW THE APPLICATION PROCEDURES AS DESCRIBED IN THE FEDERAL REGISTER NOTICE ANNOUNCING THE GRANT COMPETITION. SOME PROGRAMS MAY REQUIRE ELECTRONIC SUBMISSION OF APPLICATIONS, AND THOSE PROGRAMS WILL HAVE SPECIFIC REQUIREMENTS AND WAIVER INSTRUCTIONS IN THE FEDERAL REGISTER NOTICE.
If you want to apply for a grant and be considered for funding, you must meet the following deadline requirements:
Applications Submitted Electronically
You must submit your grant application through the Internet using the software provided on the Web site () by 4:30:00 p.m. (Washington, D.C. time) on the application deadline date.
If you submit your application through the Internet via the e-Grants Web site, you will receive an automatic acknowledgment when we receive your application.
For more information on using , please refer to the Notice Inviting Applications that was published in the Federal Register, the Submission Procedures and Tips document found in the application package instructions, and visit
Applications Sent by Mail
(Through the U.S. Postal Service or Commercial Carrier)
You must mail the original and two copies of the application on or before the deadline date. To help expedite our review of your application, we would appreciate you voluntarily including an additional 3 copies of your application.
Please mail copies to:
U.S. Department of Education
LBJ Basement Level 1
Application Control Center
Attention: CFDA# 84.325E
400 Maryland Avenue, SW
Washington, DC 20202 - 4260
You must show one of the following as proof of mailing:
1) A legibly dated U. S. Postal Service Postmark.
2) A legible mail receipt with the date of mailing stamped by the U. S. Postal Service.
3) A dated shipping label, invoice, or receipt from a commercial carrier.
4) Any other proof of mailing acceptable to the Secretary.
If you mail an application through the U.S. Postal Service, we do not accept either of the following as proof of mailing:
(1) A private metered postmark.
2) A mail receipt that is not dated by the U.S. Postal Services.
Note: The U.S. Postal Service does not uniformly provide a dated postmark. Before relying on this method, you should check with the local post office.
Applications Delivered by Commercial Carrier
Special Note: Due to recent disruptions to normal mail delivery, the Department encourages you to consider using an alternative delivery method (for example, a commercial carrier, such as Federal Express or United Parcel Service; or U. S. Postal Service Express Mail) to transmit your application for this competition to the Department. If you use an alternative delivery method, please obtain the appropriate proof of mailing under “Applications Sent by Mail,” then follow the mailing instructions under the appropriate delivery method.
Applications Delivered by Commercial Carrier
All express mail carriers (including UPS, FED-E, DSL, etc.) must deliver packages to the LBJ mailroom.
U.S. Department of Education
LBJ Basement Level 1
Application Control Center
Attention: CFDA# 84.325E
400 Maryland Avenue, SW
Washington, DC 20202 – 4260
Applications Delivered by Hand
You or courier must deliver the original and 2 copies requested of the application by 4:30 p.m. (Washington, DC time) on or before the deadline date. To help expedite our review of your application, we would appreciate you voluntarily including an additional 3 copies of your application.
Please hand deliver copies to:
U.S. Department of Education
Application Control Center
Attention: CFDA# 84.325E
550 12th Street, SW
PCP - Room 7041
Washington, DC 20202–4260
The Application Control Center accepts application deliveries daily between 8:00 a.m. and 4:30 p.m. (Washington, D.C. time), except Saturdays, Sundays and Federal holidays.
3/11
Appendix
Intergovernmental Review of Federal Programs
This appendix applies to each program that is subject to the requirements of Executive Order 12372 (Intergovernmental Review of Federal Programs) and the regulations in 34 CFR part 79.
The objective of the executive order is to foster an intergovernmental partnership and to strengthen federalism by relying on state and local processes for state and local government coordination and review of proposed federal financial assistance.
Applicants must contact the appropriate State Single Point of Contact to find out about, and to comply with, the state's process under Executive Order 12372. Applicants proposing to perform activities in more than one state should immediately contact the Single Point of Contact for each of those states and follow the procedure established in each of those states under the Executive order. A listing containing the Single Point of Contact for each state is included in this appendix.
In states that have not established a process or chosen a program for review, state, areawide, regional, and local entities may submit comments directly to the Department.
Any State Process Recommendation and other comments submitted by a State Single Point of Contact and any comments from state, areawide, regional and local entities must be mailed or hand-delivered by the date indicated in the actual application notice to the following address:
The Secretary
EO 12372—CFDA 84.325E [commenter must insert number—
including suffix letter, if any]
U.S. Department of Education, Room 7W301
400 Maryland Avenue, SW
Washington, DC 20202
Proof of mailing will be determined on the same basis as applications (see 34 CFR 75.102). Recommendations or comments may be hand-delivered until 4:30 p.m. (Washington, D.C. time) on the date indicated in the actual application notice.
PLEASE NOTE THAT THE ABOVE ADDRESS IS NOT THE SAME ADDRESS AS THE ONE TO WHICH THE APPLICANT SUBMITS ITS COMPLETED APPLICATION. DO NOT SEND APPLICATIONS TO THE ABOVE ADDRESS.
State Single Points of Contact (SPOCs)
It is estimated that in 2008 the federal government will outlay $449 billion in grants to state and local governments. Executive Order 12372, "Intergovernmental Review of Federal Programs," was issued with the desire to foster the intergovernmental partnership and strengthen federalism by relying on state and local processes for the coordination and review of proposed federal financial assistance and direct federal development. The order allows each state to designate an entity to perform this function. Below is the official list of those entities. For those states that have a home page for their designated entity, a direct link has been provided below by clicking on the state name.
States that are not listed on this page have chosen not to participate in the intergovernmental review process, and therefore do not have a SPOC. If you are located within a state that does not have a SPOC, you may send application materials directly to a federal awarding agency
Contact information for federal agencies that award grants can be found in Appendix IV of the Catalog of Federal Domestic Assistance.
or by state:
|State Single Points of Contact |
|ARKANSAS |CALIFORNIA |
|Tracy L. Copeland |Grants Coordination |
|Manager, State Clearinghouse |State Clearinghouse |
|Office of Intergovernmental Services |Office of Planning and Research |
|Department of Finance and Administration |P.O. Box 3044, Room 222 |
|1515 W. 7th Street, Room 412 |Sacramento, CA 95812-3044 |
|Little Rock, AR 72203 |TEL: (916) 445-0613 |
|TEL: (501) 682-1074 |FAX: (916) 325-3018 |
|FAX: (501) 682-5206 |E-mail: State.clearinghouse@opr. |
|E-mail: tracy.copeland@dfa.state.ar.us | |
|DELAWARE |DISTRICT OF COLUMBIA |
|Jennifer L. Carlson |Donna Bexley |
|Assoc. Fiscal & Policy Analyst |DC Government Office of Partnerships |
|Office of Management and Budget |and Grants Development |
|Budget Development, Planning & Administration |441 4th Street, NW |
|Haslet Armory, Third Floor |Washington, DC 20001 |
|122 William Penn Street |TEL: (202) 727-6437 |
|Dover, DE 19901 SLC D570E |FAX: (202) 727-1652 |
|TEL: (302) 739-4206 |E-mail: Donna.bexley@ |
|FAX: (302) 739-5661 | |
|E-mail: jennifer.carlson@state.de.us | |
|FLORIDA |GEORGIA |
|Lauren P. Milligan |Barbara Jackson |
|Florida State Clearinghouse |Georgia State Clearinghouse |
|Florida Dept. of Environmental Protection |270 Washington Street, SW, 8th Floor |
|3900 Commonwealth Boulevard |Atlanta, GA 30334 |
|Mall Station 47 |TEL: (404) 656-3855 |
|Tallahassee, FL 32599-3000 |FAX: (404) 656-7901 |
|TEL: (850) 245-2161 |E-mail: gach@mail.opb.state.ga.us |
|FAX: (850) 245-2190 | |
|E-mail: Lauren.Milligan@dep.state.fl.us | |
|IOWA |KENTUCKY |
|Kathy Mable |Lee Nalley |
|Iowa Department of Management |The Governor’s Office for Local Development |
|State Capitol Building Room G12 |1024 Capital Center Drive, Suite 340 |
|1007 E. Grand Avenue |Frankfort, Kentucky 40601 |
|Des Moines, IA 50319 |TEL: (502) 573-2382 Ext. 274 |
|TEL: (515) 281-8834 |Fax: (502) 573-1519 |
|FAX: (515) 242-5897 |E-mail: Lee.Nalley@ |
|E-mail: Kathy.Mable@ | |
|MAINE |MARYLAND |
|Joyce Benson |Linda C. Janey, J.D. |
|State Planning Office |Director, Capital Planning and Development Review |
|184 State Street |Maryland Department of Planning |
|38 State House Station |301 West Preston Street, Room 1104 |
|Augusta, ME 04333 |Baltimore, MD 21201-2305 |
|TEL: (207) 287-3261 |TEL: (410) 767-4490 |
|(direct): (207) 287-1461 |FAX: (410) 767-4480 |
|FAX: (207) 287-6489 |E-mail: linda@mail.op.state.md.us |
|E-mail: joyce.benson@state.me.us | |
|MICHIGAN |MISSISSIPPI |
|William Parkus |Janet Riddell |
|Southeast Michigan Council of Governments |Clearinghouse Officer |
|535 Griswold, Suite 300 |Department of Finance and Administration |
|Detroit, MI 48226 |1301 Woolfolk Building, Suite E |
|TEL: (313) 961-4266 |501 North West Street |
|FAX: (313) 961-4869 |Jackson, MS 39201 |
|E-mail: parkus@ |TEL: (601) 359-6762 |
| |FAX: (601) 359-6758 |
| |E-mail: JRiddell@dfa.state.ms.us |
|MISSOURI |NEVADA |
|Sara VanderFeltz |Gosia Sylwesprzak |
|Federal Assistance Clearinghouse |Department of Administration |
|Office of Administration |Nevada State Clearinghouse |
|Commissioner’s Office |Coordinator/SPOC |
|Capitol Building, Room 125 |209 E. Musser Street, Room 200 |
|Jefferson City, MO 65102 |Carson City, Nevada 89701 |
|TEL: (573) 751-0337 |TEL: (775) 684-0209 |
|FAX: (573) 751-1212 |FAX: (775) 684-0260 |
|E-mail: sara.vanderfeltz@oa. |E-mail: clearinghouse@budget.state.nv.us |
| NEW HAMPSHIRE |NEW YORK |
|Amy Ignatius |Linda Shkrell |
|Acting Director, New Hampshire Office |Office of Public Security |
|of Energy and Planning |Homeland Security Grants Coordination |
|Attn: Intergovernmental Review |633 3rd Avenue |
|Process, Mark Toussiant |New York, NY 10017 |
|57 Regional Drive |TEL: (212) 867-1289 |
|Concord, New Hampshire 03301-8519 |FAX: (212) 867-1725 |
|TEL: (603) 271-2155 | |
|FAX: (603) 271-2615 | |
|E-mail: irp@ | |
|NORTH DAKOTA |RHODE ISLAND |
|Jim Boyd |Bill McKenna |
|ND Department of Commerce |Division of Planning |
|1600 East Century Avenue, Suite 2 |One Capitol Hill |
|P.O. Box 2057 |Providence, Rhode Island 02908-5870 |
|Bismarck, ND 58502-2057 |TEL: (401) 222-6185 |
|TEL: (701) 328-2676 |FAX: (401) 222-2083 |
|FAX: (701) 328-2308 |E-mail: billm@doa. |
|E-mail: jboyd@state.nd.us | |
|SOUTH CAROLINA |TEXAS |
|Jean Ricard |Denise S. Francis |
|Office of State Budget |Director, State Grants Team |
|1201 Main Street, Suite 870 |Governor’s Office of Budget and Planning |
|Columbia, SC 29201 |P.O. Box 12428 |
|TEL: (803) 734-1314 |Austin, TX 78711 |
|FAX: (803) 734-0645 |TEL: (512) 305-9415 |
|E-mail: jricard@budget.sc.us |FAX: (512) 936-2681 |
| |E-mail: dfrancis@governor.state.tx.us |
|UTAH |WEST VIRGINIA |
|Tenielle Young |Bobby Lewis, Director |
|Utah State Clearinghouse |Community Development Division |
|Governor's Office of Planning |West Virginia Development Office |
|and Budget Utah State Capitol Complex |Building #6, Room 553 |
|Suite E210, PO Box 142210 |Charleston, WV 25305 |
|Salt Lake City, UT 84114-2210 |TEL: (304) 558-4010 |
|TEL: (801) 538-1570 |FAX: (304) 558-3248 |
|FAX: (801) 538-1547 |E-mail: rlewis@ |
|E-mail: Tenielleyoung@ | |
|WISCONSIN |AMERICAN SAMOA |
|Division of Intergovernmental Relations |Pat M. Galea'i |
|Wisconsin Department of Administration |Federal Grants/Programs Coordinator |
|101 East Wilson Street, 10th Floor |Office of Federal Programs |
|P.O. Box 8944 |Office of the Governor |
|Madison, WI 53708 |Department of Commerce |
|TEL: (608) 266-7043 |American Samoa Government |
|FAX: (608) 267-6917 |Pago Pago, AS 96799 |
|E-mail: SPOC@doa.state.wi.us |TEL: (684) 633-5155 |
| |FAX: (684) 633-4195 |
| |E-mail: pmgaleai@ |
|GUAM |NORTH MARIANA ISLANDS |
|Roland C.P. Villaverde |Mr. Antonio S. Muna |
|Administrator |Special Assistant for Management |
|Guam State Clearinghouse |Office of Management and Budget |
|Office of I Segundo na Maga’lahen Guåhan |Office of the Governor |
|Office of the Governor |Saipan, MP 96950 |
|P.O. Box 2950 |TEL: (670) 664-2289 |
|Hågatña, Guam 96932 |FAX: (670) 325-2272 |
|TEL: (671) 475-9380 ext. 901 |E-mail: macaranas@ |
|FAX: (671) 477-2007 | |
|E-mail: administrator@ | |
|PUERTO RICO |VIRGIN ISLANDS |
|Ing. David Rodríguez / Luz H. Olmeda |Debra Gottlieb (Acting Director) |
|Puerto Rico Planning Board |Director, Office of Management and Budget |
|Federal Proposals Review Office |#41 Norre Gade Emancipation Garden |
|PO Box 41119 |Station, Second Floor |
|San Juan, Puerto Rico 00940-1119 |Saint Thomas, Virgin Islands 00802 |
|TEL: 787-723-6190 |TEL: (340) 774-0750 |
|FAX: 787-722-6783 |FAX: (340) 776-0069 |
|E-mail: Olmeda_L@jp.gobierno.pr |E-mail: dbgottlieb@.vi |
Changes to this list can be made only after OMB is notified by a state’s officially designated representative. E-mail messages can be sent to Hai_M._Tran@omb.. If you prefer, you may send correspondence to the following postal address:
Attn: Grants Management
Office of Management and Budget
New Executive Office Building, Suite 6025
725 17th Street, NW
Washington, DC 20503
Please note: Inquiries about obtaining a federal grant should not be sent to the OMB e-mail or postal address shown above. The best source for this information is the Catalog of Federal Domestic Assistance or CFDA () and the Web site ().
Notice to All Applicants
Ensuring Equitable Access and Application Forms and Instructions
Notice To All Applicants
THE PURPOSE OF THIS ENCLOSURE IS TO INFORM YOU ABOUT A NEW PROVISION IN THE DEPARTMENT OF EDUCATION'S GENERAL EDUCATION PROVISIONS ACT (GEPA) THAT APPLIES TO APPLICANTS FOR NEW GRANT AWARDS UNDER DEPARTMENT PROGRAMS. THIS PROVISION IS SECTION 427 OF GEPA, ENACTED AS PART OF THE IMPROVING AMERICA'S SCHOOLS ACT OF 1994 (PUBLIC LAW (P.L.) 103-382).
To Whom Does This Provision Apply?
Section 427 of GEPA affects applicants for new grant awards under this program. All applicants for new awards must include information in their applications to address this new provision in order to receive funding under this program.
(If this program is a state-formula grant program, a state needs to provide this description only for projects or activities that it carries out with funds reserved for state-level uses. In addition, local school districts or other eligible applicants that apply to the state for funding need to provide this description in their applications to the state for funding. The state would be responsible for ensuring that the school district or other local entity has submitted a sufficient section 427 statement as described below.)
What Does This Provision Require?
Section 427 requires each applicant for funds (other than an individual person) to include in its application a description of the steps the applicant proposes to take to ensure equitable access to, and participation in, its federally-assisted program for students, teachers, and other program beneficiaries with special needs. This provision allows applicants discretion in developing the required description. The statute highlights six types of barriers that can impede equitable access or participation: gender, race, national origin, color, disability, or age. Based on local circumstances, you should determine whether these or other barriers may prevent your students, teachers, etc. from such access or participation in, the federally-funded project or activity.
The description in your application of steps to be taken to overcome these barriers need not be lengthy; you may provide a clear and succinct description of how you plan to address those barriers that are applicable to your circumstances. In addition, the information may be provided in a single narrative, or, if appropriate, may be discussed in connection with related topics in the application.
Section 427 is not intended to duplicate the requirements of civil rights statutes, but rather to ensure that, in designing their projects, applicants for federal funds address equity concerns that may affect the ability of certain potential beneficiaries to fully participate in the project and to achieve to high standards. Consistent with program requirements and its approved application, an applicant may use the Federal funds awarded to it to eliminate barriers it identifies.
What are Examples of How an Applicant Might Satisfy the Requirement of This Provision?
The following examples may help illustrate how an applicant may comply with Section 427.
1) An applicant that proposes to carry out an adult literacy project serving, among others, adults with limited English proficiency, might describe in its application how it intends to distribute a brochure about the proposed project to such potential participants in their native language.
2) An applicant that proposes to develop instructional materials for classroom use might describe how it will make the materials available on audio tape or in Braille for students who are blind.
3) An applicant that proposes to carry out a model science program for secondary students and is concerned that girls may be less likely than boys to enroll in the course, might indicate how it intends to conduct "outreach" efforts to girls, to encourage their enrollment.
We recognize that many applicants may already be implementing effective steps to ensure equity of access and participation in their grant programs, and we appreciate your cooperation in responding to the requirements of this provision.
OMB Control No. 1894-0005 (Exp. 03/2014)
Estimated Burden Statement for GEPA Requirements
ACCORDING TO THE PAPERWORK REDUCTION ACT OF 1995, NO PERSONS ARE REQUIRED TO RESPOND TO A COLLECTION OF INFORMATION UNLESS SUCH COLLECTION DISPLAYS A VALID OMB CONTROL NUMBER. THE VALID OMB CONTROL NUMBER FOR THIS INFORMATION COLLECTION IS 1894-0005. THE TIME REQUIRED TO COMPLETE THIS INFORMATION COLLECTION IS ESTIMATED TO AVERAGE 1.5 HOURS PER RESPONSE, INCLUDING THE TIME TO REVIEW INSTRUCTIONS, SEARCH EXISTING DATA RESOURCES, GATHER THE DATA NEEDED, AND COMPLETE AND REVIEW THE INFORMATION COLLECTION. IF YOU HAVE ANY COMMENTS CONCERNING THE ACCURACY OF THE TIME ESTIMATE(S) OR SUGGESTIONS FOR IMPROVING THIS FORM, PLEASE WRITE TO:
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202-4537
Application Forms and Instructions FOR APPLICATIONS
The electronic application on consists of multiple mandatory forms that must be completed as well as narrative attachment forms that should be used to upload any file attachments. While there are no file size restrictions, we strongly discourage submission of very large documents. Follow the guidance provided on as well as the Submission Tips document located in this application instruction document for specific information on file sizes, file naming requirements, etc. NOTE: As stated in the application notice, the Department only accepts PDF files.
Listed below are all forms that must be completed and instructions on where to upload narratives for the application.
General Forms:
• Application for Federal Assistance (SF-424)
• Department of Education Budget Information for Non-Construction Programs (ED-524)
• Department of Education Supplemental for SF-424
NOTE: instructions for all of the standard forms (SF-424, 524, and 424 Supplemental, etc.), will follow the forms included elsewhere in the application package.
Assurances and Certifications:
• Assurances for Non-Construction Programs (SF-424B)
• Disclosure of Lobbying Activities (SF-LLL)
• Lobbying Form (Formerly ED Form 80-0013)
• ED GEPA427 Form
• Faith Based EEO Survey
Narrative Attachment Forms:
• ED Abstract Form—( Upload and attach your one page abstract to Abstract File)
• Projective Narrative Attachment Form* (Upload and attach to Mandatory Project Narrative File)
o Table of Contents (Upload and attach to Optional Project Narrative File)
o List of Priority Requirements (Upload and attach to Optional Project Narrative File)
• Other Narrative Attachment Form (Upload and attach to Mandatory Other Attachment File)
Suggested order...
o Bibliography/References
o Appendix A (See Dear Applicant Letter for description)
o Resumes
o Letters
o Supplementary Information/Syllabi
o Other Appendices
Budget Narrative Attachment Form
• Attach Budget Justification
*NOTE: The Project Narrative Attachment Form should include the narrative (text) that addresses each of the selection criteria, listed elsewhere in this document. The selection criteria will be used to evaluate applications submitted for this competition. The narrative has a strict page limit (check the Page Limits section of this document for exact page limits for the competition to which you are applying).
NOTE: Please do not attach any narratives, supporting files, or application components to the Standard Form (SF 424) in Part I. Although this form accepts attachments, that option should not be used.
Part I: Application for Federal Assistance (SF-424)
OMB Number: 4040-0004 Expiration Date: 03/31/2012
|Application for Federal Assistance—SF-424 |
|*1. Type of Submission: |*2. Type of Application |*If Revision, select appropriate letter(s): |
|Preapplication |New | |
|Application |Continuation | |
|Changed/Corrected Application |Revision | |
| | |*Other (Specify): |
| | | |
|*3. Date Received: |4. Applicant Identifier: |
|Completed by upon submission | |
|5a. Federal Entity Identifier: |*5b. Federal Award Identifier: |
|State Use Only: |
|6. Date Received by State: |7. State Application Identifier: |
|8. APPLICANT INFORMATION: |
|*a. Legal Name: |
|*b. Employer/Taxpayer Identification Number (EIN/TIN): |*c. Organizational DUNS: |
| | |
|d. Address: |
|*Street 1: |
| Street 2: |
|*City: |
| County/Parish: |
|*State: |
| Province: |
| *Country: |
|*Zip / Postal Code |
|e. Organizational Unit: |
|Department Name: |Division Name: |
| f. Name and contact information of person to be contacted on matters involving this application: |
|Prefix: *First Name: |
|Middle Name: |
|*Last Name: |
|Suffix: |
|Title: |
|Organizational Affiliation: |
|*Telephone Number: |Fax Number: |
|*E-mail: |
|9. Type of Applicant 1: Select Applicant Type: |
|Type of Applicant 2: Select Applicant Type: |
|Type of Applicant 3: Select Applicant Type: |
|*Other (Specify): |
|*10 Name of Federal Agency: |
|11. Catalog of Federal Domestic Assistance Number: |
|CFDA Title: |
|*12 Funding Opportunity Number: |
|*Title: |
|13. Competition Identification Number: |
|Title: |
|14. Areas Affected by Project (Cities, Counties, States, etc.): |
| |
|*15. Descriptive Title of Applicant’s Project: |
|Attach supporting documents as specified in agency instructions. |
|16. Congressional Districts Of: |
|*a. Applicant: *b. Program/Project: |
|17. Proposed Project: |
|*a. Start Date: *b. End Date: |
|18. Estimated Funding ($): |
|*a. Federal: | | |
|*b. Applicant: | | |
|*c. State: | | |
|*d. Local: | | |
|*e. Other: | | |
|*f. Program Income: | | |
|*g. TOTAL: | | |
| | | |
| | | |
| | | |
| | | |
| | | |
|*19. Is Application Subject to Review By State Under Executive Order 12372 Process? |
|a. This application was made available to the State under the Executive Order 12372 Process for review on |
|b. Program is subject to E.O. 12372 but has not been selected by the State for review. |
|c. Program is not covered by E.O. 12372 |
|*20. Is the Applicant Delinquent On Any Federal Debt? (If “Yes”, provide explanation.) |
|Yes No |
| |
|If “Yes”, provide explanation and attach. |
|21. *By signing this application, I certify: |
|(1) To the statements contained in the list of certifications** and |
|(2) That the statements herein are true, complete and accurate to the best of my knowledge. I also provide the required assurances** and |
|agree to comply with any resulting terms if I accept an award. I am aware that any false, fictitious, or fraudulent statements or claims |
|may subject me to criminal, civil, or administrative penalties. (U.S. Code, Title 218, Section 1001) |
|I AGREE** |
|** The list of certifications and assurances, or an internet site where you may obtain this list, is contained in the announcement or |
|agency specific instructions |
|Authorized Representative: |
|Prefix: |
|*First Name: |
|Middle Name: |
|*Last Name: |
|Suffix: |
|*Title: |
|*Telephone Number: |Fax Number: |
|*E-mail: |
|*Signature of Authorized Representative: |*Date Signed: |
|Completed by upon submission |Completed by upon submission|
Instructions for the SF-424
This is a standard form required for use as a cover sheet for submission of pre-applications and applications and related information under discretionary programs. Some of the items are required and some are optional at the discretion of the applicant or the federal agency (agency). Required fields on the form are identified with an asterisk (*) and are also specified as “Required” in the instructions below. In addition to these instructions, applicants must consult agency instructions to determine other specific requirements.
|1. | Type of Submission: (Required) Select one type of submission |10. |Name Of Federal Agency: (Required) Enter the name of the |
| |in accordance with agency instructions. | |federal agency from which assistance is being requested with |
| |Pre-application | |this application. |
| |Application | | |
| |Changed/Corrected Application – Check if this submission is to| | |
| |change or correct a previously submitted application. Unless | | |
| |requested by the agency, applicants may not use this form to | | |
| |submit changes after the closing date. | | |
| | |11. |Catalog Of Federal Domestic Assistance Number/Title: |
| | | |Enter the Catalog of Federal Domestic Assistance number and |
| | | |title of the program under which assistance is requested, as |
| | | |found in the program announcement, if applicable. |
| | | | |
|2. |Type of Application: (Required) Select one type of application|12. |Funding Opportunity Number/Title: (Required) Enter the Funding|
| |in accordance with agency instructions. | |Opportunity Number (FON) and title of the opportunity under |
| | | |which assistance is requested, as found in the program |
| |• New: An application that is being submitted to an agency for| |announcement. |
| |the first time. | | |
| |• Continuation: An extension for an additional funding/budget | | |
| |period for a project with a projected completion date. This | | |
| |can include renewals. | | |
| |• Revision: Any change in the federal government’s financial | | |
| |obligation or contingent liability from an existing | | |
| |obligation. If a revision, enter the appropriate letter(s). | | |
| |More than one may be selected. If "Other" is selected, please | | |
| |specify in text box provided. | | |
| | | | |
| |A. Increase Award D. Decrease Duration | | |
| |B. Decrease Award E. Other (specify) | | |
| |C. Increase Duration | | |
| | |13. |Competition Identification Number/Title: Enter the competition|
| | | |identification number and title of the competition under which|
| | | |assistance is requested, if applicable. |
| | |14. |Areas Affected By Project: This data element is intended for |
| | | |use only by programs for which the area(s) affected are likely|
| | | |to be different than the place(s) of performance reported on |
| | | |the SF-424 Project/Performance Site Location(s) Form. Add |
| | | |attachment to enter additional areas, if needed. |
|3. | Date Received: Leave this field blank. This date will be |15. |Descriptive Title of Applicant’s Project: (Required) Enter a |
| |assigned by the Federal agency.. | |brief descriptive title of the project. If appropriate, attach|
| | | |a map showing project location (e.g., construction or real |
| | | |property projects). For pre-applications, attach a summary |
| | | |description of the project. |
|4. |Applicant Identifier: Enter the entity identifier assigned by | | |
| |the Federal agency, if any, or the applicant’s control number | | |
| |if applicable. | | |
|5a |Federal Entity Identifier: Enter the number assigned to your |16. |Congressional Districts Of: 16a. (Required) Enter the |
| |organization by the federal agency, if any. | |applicant’s congressional district. 16b. Enter all district(s)|
| | | |affected by the program or project. Enter in the format: 2 |
| | | |characters state abbreviation – 3 characters district number, |
| | | |e.g., CA-005 for California 5th district, CA-012 for |
| | | |California 12 district, NC-103 for North Carolina’s 103 |
| | | |district. If all congressional districts in a state are |
| | | |affected, enter “all” for the district number, e.g., MD-all |
| | | |for all congressional districts in Maryland. If nationwide, |
| | | |i.e. all districts within all states are affected, enter |
| | | |US-all. If the program/project is outside the US, enter |
| | | |00-000. This optional data element is intended for use only by|
| | | |programs for which the area(s) affected are likely to be |
| | | |different than place(s) of performance reported on the SF-424 |
| | | |Project/Performance Site Location(s) Form. Attach an |
| | | |additional list of program/project congressional districts, if|
| | | |needed. |
|5b. |Federal Award Identifier: For new applications, enter NA. For | | |
| |a continuation or revision to an existing award, enter the | | |
| |previously assigned federal award identifier number. If a | | |
| |changed/corrected application, enter the federal identifier in| | |
| |accordance with agency instructions. | | |
|6. |Date Received by State: Leave this field blank. This date will| | |
| |be assigned by the state, if applicable. | | |
|7. |State Application Identifier: Leave this field blank. This | | |
| |identifier will be assigned by the state, if applicable. | | |
|8. |Applicant Information: Enter the following in accordance with | | |
| |agency instructions: | | |
| |a. Legal Name: (Required) Enter the legal name of applicant | | |
| |that will undertake the assistance activity. This is the | | |
| |organization that has registered with the Central Contractor | | |
| |Registry (CCR). Information on registering with CCR may be | | |
| |obtained by visiting . | | |
| |b. Employer/Taxpayer Number (EIN/TIN): (Required) Enter the | | |
| |employer or taxpayer identification number (EIN or TIN) as | | |
| |assigned by the Internal Revenue Service. If your organization| | |
| |is not in the US, enter 44-4444444. | | |
| |c. Organizational DUNS: (Required) Enter the organization’s | | |
| |DUNS or DUNS+4 number received from Dun and Bradstreet. | | |
| |Information on obtaining a DUNS number may be obtained by | | |
| |visiting . | | |
| |d. Address: Enter address: Street 1 (Required); city | | |
| |(Required); County/Parish, State (Required if country is US), | | |
| |Province, Country (Required), 9-digit zip/postal code | | |
| |(Required if country US). | | |
| |e. Organizational Unit: Enter the name of the primary | | |
| |organizational unit, department or division that will | | |
| |undertake the assistance activity. | | |
| |f. Name and contact information of person to be contacted on | | |
| |matters involving this application: Enter the first and last | | |
| |name (Required); prefix, middle name, suffix, title. Enter | | |
| |organizational affiliation if affiliated with an organization | | |
| |other than that in 7.a. Telephone number and email (Required);| | |
| |fax number. | | |
| | |17. | Proposed Project Start and End Dates: (Required) Enter the |
| | | |proposed start date and end date of the project. |
| | |18. |Estimated Funding: (Required) Enter the amount requested, or |
| | | |to be contributed during the first funding/budget period by |
| | | |each contributor. Value of in-kind contributions should be |
| | | |included on appropriate lines, as applicable. If the action |
| | | |will result in a dollar change to an existing award, indicate |
| | | |only the amount of the change. For decreases, enclose the |
| | | |amounts in parentheses.. |
| | |19. |Is Application Subject to Review by State Under Executive |
| | | |Order 12372 Process? (Required) Applicants should contact the |
| | | |State Single Point of Contact (SPOC) for Federal Executive |
| | | |Order 12372 to determine whether the application is subject to|
| | | |the State intergovernmental review process. Select the |
| | | |appropriate box. If “a.” is selected, enter the date the |
| | | |application was submitted to the State |
| | |20. |Is the Applicant Delinquent on any Federal Debt? |
| | | |(Required) Select the appropriate box. This question applies |
| | | |to the applicant organization, not the person who signs as the|
| | | |authorized representative. Categories of federal debt include;|
| | | |but, may not be limited to: delinquent audit disallowances, |
| | | |loans and taxes. If yes, include an explanation in an |
| | | |attachment. |
|9. |Type of Applicant: (Required) Select up to three applicant |21. |Authorized Representative: To be signed and dated by the |
| |type(s) in accordance with agency instructions. | |authorized representative of the applicant organization. Enter|
| | | |the first and last name (Required); prefix, middle name, |
| | | |suffix. Enter title, telephone number, email (Required); and |
| | | |fax number. A copy of the governing body’s authorization for |
| | | |you to sign this application as the official representative |
| | | |must be on file in the applicant’s office. (Certain federal |
| | | |agencies may require that this authorization be submitted as |
| | | |part of the application.) |
| |A. State Government |M. Nonprofit | | |
| |B. County Government |N. Private Institution of | | |
| |C. City or Township Government |Higher Education | | |
| |D. Special District Government |O. Individual | | |
| |E. Regional Organization |P. For-Profit Organization | | |
| |F. U.S. Territory or Possession|(Other than Small Business) | | |
| |G. Independent School District |Q. Small Business | | |
| |H. Public/State Controlled |R. Hispanic-serving Institution| | |
| |Institution of Higher Education|S. Historically Black Colleges | | |
| |I. Indian/Native American |and Universities (HBCUs) | | |
| |Tribal Government (Federally |T. Tribally Controlled Colleges| | |
| |Recognized) |and Universities (TCCUs) | | |
| |J. Indian/Native American |U. Alaska Native and Native | | |
| |Tribal Government (Other than |Hawaiian Serving Institutions | | |
| |Federally Recognized) |V. Non-US Entity | | |
| |K. Indian/Native American |W. Other (specify) | | |
| |Tribally Designated | | | |
| |Organization | | | |
| |L. Public/Indian Housing | | | |
| |Authority | | | |
Supplemental Information Required for the
Department of Education
|1. PROJECT DIRECTOR: |
|NAME: | |
|PREFIX: | |
|*FIRST NAME: | |
|MIDDLE NAME: | |
|*LAST NAME: | |
|SUFFIX: | |
| |
|ADDRESS | |
|*STREET1: | |
|STREET2: | |
|*CITY: | |
|COUNTY: | |
|*STATE: | |*ZIP CODE: | |*COUNTRY: | |
| |
|*PHONE NUMBER (GIVE AREA CODE): | |
|FAX NUMBER (GIVE AREA CODE): | |
|E-MAIL ADDRESS: | |
| |
|2. APPLICANT EXPERIENCE: |
|NOVICE APPLICANT?: |YES | |NO | |NOT APPLICABLE TO THIS PROGRAM | |
| |
|3. HUMAN SUBJECTS RESEARCH: |
|ARE ANY RESEARCH ACTIVITIES INVOLVING HUMAN SUBJECTS |YES | |
|PLANNED AT ANY TIME DURING THE PROPOSED PROJECT PERIOD? | | |
| |NO | |
| |
|ARE ALL THE RESEARCH ACTIVITIES PROPOSED |YES | |PROVIDE EXEMPTION(S) #: | |
|DESIGNATED TO BE EXEMPT FROM THE REGULATIONS? | | | | |
| |NO | |PROVIDE ASSURANCE #, IF AVAILABLE: | |
| |
|PLEASE ATTACH AN EXPLANATION NARRATIVE: | |
INSTRUCTIONS FOR DEPARTMENT OF EDUCATION
SUPPLEMENTAL INFORMATION FOR SF 424
1. PROJECT DIRECTOR. NAME, ADDRESS, TELEPHONE AND FAX NUMBERS, AND E-MAIL ADDRESS OF THE PERSON TO BE CONTACTED ON MATTERS INVOLVING THIS APPLICATION.
2. Novice Applicant. Check “Yes” or “No” only if assistance is being requested under a program that gives special consideration to novice applicants. Otherwise, leave blank.
Check “Yes” if you meet the requirements for novice applicants specified in the regulations in 34 CFR 75.225 and included on the attached page entitled “Definitions for Department of Education Supplemental Information for SF 424.” By checking “Yes” the applicant certifies that it meets these novice applicant requirements. Check “No” if you do not meet the requirements for novice applicants.
3. Human Subjects Research. (See I. A. “Definitions” in attached page entitled “Definitions for Department of Education Supplemental Information for SF 424.”)
If Not Human Subjects Research. Check “No” if research activities involving human subjects are not planned at any time during the proposed project period. The remaining parts of Item 3 are then not applicable.
If Human Subjects Research. Check “Yes” if research activities involving human subjects are planned at any time during the proposed project period, either at the applicant organization or at any other performance site or collaborating institution. Check “Yes” even if the research is exempt from the regulations for the protection of human subjects. (See I. B. “Exemptions” in attached page entitled “Definitions for Department of Education Supplemental Information For SF 424.”)
3a. If Human Subjects Research is Exempt from the Human Subjects Regulations. Check “Yes” if all the research activities proposed are designated to be exempt from the regulations. Insert the exemption number(s) corresponding to one or more of the six exemption categories listed in I. B. “Exemptions.” In addition, follow the instructions in II. A. “Exempt Research Narrative” in the attached page entitled “Definitions for Department of Education Supplemental Information Form SF 424.”
3a. If Human Subjects Research is Not Exempt from Human Subjects Regulations. Check “No” if some or all of the planned research activities are covered (not exempt). In addition, follow the instructions in II. B. “Nonexempt Research Narrative” in the page entitled “Definitions for Department of Education Supplemental Information Form SF 424
3a. Human Subjects Assurance Number. If the applicant has an approved Federal Wide (FWA) on file with the Office for Human Research Protections (OHRP), U.S. Department of Health and Human Services, that covers the specific activity, insert the number in the space provided. If the applicant does not have an approved assurance on file with OHRP, enter “None.” In this case, the applicant, by signature on the SF-424, is declaring that it will comply with 34 CFR 97 and proceed to obtain the human subjects assurance upon request by the designated ED official. If the application is recommended/selected for funding, the designated ED official will request that the applicant obtain the assurance within 30 days after the specific formal request.
Note about
Institutional Review Board Approval.
ED does not require certification of Institutional Review Board approval with the application. However, if an application that involves non-exempt human subjects research is recommended/selected for funding, the designated ED official will request that the applicant obtain and send the certification to ED within 30 days after the formal request.
Paperwork Burden Statement
According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB control number for this information collection is 1890-0017. The time required to complete this information collection is estimated to average between 15 and 45 minutes per response, including the time to review instructions, search existing data resources, gather the data needed, and complete and review the information collection. If you have any comments concerning the accuracy of the estimate(s) or suggestions for improving this form, please write to:
U.S. Department of Education
Washington, DC 20202-4700
If you have comments or concerns regarding the status of your individual submission of this form write directly to:
Joyce I. Mays
Application Control Center
U.S. Department of Education
550 12th St. SW, Room PCP 7076
Washington, DC 20202-4260
Definitions for Department of Education
Supplemental Information for SF 424
(Attachment to Instructions for Supplemental Information for SF 424)
Definitions
Novice Applicant (See 34 CFR 75.225).
For discretionary grant programs under which the Secretary gives special consideration to novice applications, a novice applicant means any applicant for a grant from ED that—
• Has never received a grant or subgrant under the program from which it seeks funding;
• Has never been a member of a group application, submitted in accordance with 34 CFR 75.127-75.129, that received a grant under the program from which it seeks funding; and
• Has not had an active discretionary grant from the Federal government in the five years before the deadline date for applications under the program. For the purposes of this requirement, a grant is active until the end of the grant’s project or funding period, including any extensions of those periods that extend the grantee’s authority to obligate funds.
In the case of a group application submitted in accordance with 34 CFR 75.127-75.129, a group includes only parties that meet the requirements listed above.
Protection of
Human Subjects in Research
I. Definitions and Exemptions
A. Definitions.
A research activity involves human subjects if the activity is research, as defined in the Department’s regulations, and the research activity will involve use of human subjects, as defined in the regulations.
—Research
The ED Regulations for the Protection of Human Subjects, Title 34, Code of Federal Regulations, Part 97, define research as “a systematic investigation, including research development, testing and evaluation, designed to develop or contribute to generalizable knowledge.” If an activity follows a deliberate plan whose purpose is to develop or contribute to generalizable knowledge it is research. Activities which meet this definition constitute research whether or not they are conducted or supported under a program that is considered research for other purposes. For example, some demonstration and service programs may include research activities.
—Human Subject
The regulations define human subject as “a living individual about whom an investigator (whether professional or student) conducting research obtains (1) data through intervention or interaction with the individual, or (2) identifiable private information.” (1) If an activity involves obtaining information about a living person by manipulating that person or that person’s environment, as might occur when a new instructional technique is tested, or by communicating or interacting with the individual, as occurs with surveys and interviews, the definition of human subject is met. (2) If an activity involves obtaining private information about a living person in such a way that the information can be linked to that individual (the identity of the subject is or may be readily determined by the investigator or associated with the information), the definition of human subject is met. [Private information includes information about behavior that occurs in a context in which an individual can reasonably expect that no observation or recording is taking place, and information which has been provided for specific purposes by an individual and which the individual can reasonably expect will not be made public (for example, a school health record).]
B. Exemptions.
Research activities in which the only involvement of human subjects will be in one or more of the following six categories of exemptions are not covered by the regulations:
1) Research conducted in established or commonly accepted educational settings, involving normal educational practices, such as (a) research on regular and special education instructional strategies, or (b) research on the effectiveness of or the comparison among instructional techniques, curricula, or classroom management methods.
2) Research involving the use of educational tests (cognitive, diagnostic, aptitude, achievement), survey procedures, interview procedures or observation of public behavior, unless: (a) information obtained is recorded in such a manner that human subjects can be identified, directly or through identifiers linked to the subjects; and (b) any disclosure of the human subjects’ responses outside the research could reasonably place the subjects at risk of criminal or civil liability or be damaging to the subjects’ financial standing, employability, or reputation. If the subjects are children, exemption 2 applies only to research involving educational tests and observations of public behavior when the investigator(s) do not participate in the activities being observed. Exemption 2 does not apply if children are surveyed or interviewed or if the research involves observation of public behavior and the investigator(s) participate in the activities being observed. [Children are defined as persons who have not attained the legal age for consent to treatments or procedures involved in the research, under the applicable law or jurisdiction in which the research will be conducted.]
3) Research involving the use of educational tests (cognitive, diagnostic, aptitude, achievement), survey procedures, interview procedures or observation of public behavior that is not exempt under section (2) above, if the human subjects are elected or appointed public officials or candidates for public office; or federal statute(s) require(s) without exception that the confidentiality of the personally identifiable information will be maintained throughout the research and thereafter.
4) Research involving the collection or study of existing data, documents, records, pathological specimens, or diagnostic specimens, if these sources are publicly available or if the information is recorded by the investigator in a manner that subjects cannot be identified, directly or through identifiers linked to the subjects.
5) Research and demonstration projects which are conducted by or subject to the approval of department or agency heads, and which are designed to study, evaluate, or otherwise examine: (a) public benefit or service programs; (b) procedures for obtaining benefits or services under those programs; (c) possible changes in or alternatives to those programs or procedures; or (d) possible changes in methods or levels of payment for benefits or services under those programs.
6) Taste and food quality evaluation and consumer acceptance studies, (a) if wholesome foods without additives are consumed or (b) if a food is consumed that contains a food ingredient at or below the level and for a use found to be safe, or agricultural chemical or environmental contaminant at or below the level found to be safe, by the Food and Drug Administration or approved by the Environmental Protection Agency or the Food Safety and Inspection Service of the U.S. Department of Agriculture.
II. Instructions for Exempt and Nonexempt Human Subjects Research Narratives
If the applicant marked “Yes” for Item 3 of Department of Education Supplemental Information for SF 424, the applicant must provide a human subjects “exempt research” or “nonexempt research” narrative. Insert the narrative(s) in the space provided. If you have multiple projects and need to provide more than one narrative, be sure to label each set of responses as to the project they address.
A. Exempt Research Narrative.
If you marked “Yes” for item 3 a. and designated exemption numbers(s), provide the “exempt research” narrative. The narrative must contain sufficient information about the involvement of human subjects in the proposed research to allow a determination by ED that the designated exemption(s) are appropriate. The narrative must be succinct.
B. Nonexempt Research Narrative.
If you marked “No” for item 3 a. you must provide the “nonexempt research” narrative. The narrative must address the following seven points. Although no specific page limitation applies to this section of the application, be succinct.
1) Human Subjects Involvement and Characteristics: Provide a detailed description of the proposed involvement of human subjects. Describe the characteristics of the subject population, including their anticipated number, age range, and health status. Identify the criteria for inclusion or exclusion of any subpopulation. Explain the rationale for the involvement of special classes of subjects, such as children, children with disabilities, adults with disabilities, persons with mental disabilities, pregnant women, prisoners, institutionalized individuals, or others who are likely to be vulnerable
2) Sources of Materials: Identify the sources of research material obtained from individually identifiable living human subjects in the form of specimens, records, or data. Indicate whether the material or data will be obtained specifically for research purposes or whether use will be made of existing specimens, records, or data.
3) Recruitment and Informed Consent: Describe plans for the recruitment of subjects and the consent procedures to be followed. Include the circumstances under which consent will be sought and obtained, who will seek it, the nature of the information to be provided to prospective subjects, and the method of documenting consent. State if the Institutional Review Board (IRB) has authorized a modification or waiver of the elements of consent or the requirement for documentation of consent.
4) Potential Risks: Describe potential risks (physical, psychological, social, legal, or other) and assess their likelihood and seriousness. Where appropriate, describe alternative treatments and procedures that might be advantageous to the subjects.
5) Protection Against Risk: Describe the procedures for protecting against or minimizing potential risks, including risks to confidentiality, and assess their likely effectiveness. Where appropriate, discuss provisions for ensuring necessary medical or professional intervention in the event of adverse effects to the subjects. Also, where appropriate, describe the provisions for monitoring the data collected to ensure the safety of the subjects.
6) Importance of the Knowledge to be Gained: Discuss the importance of the knowledge gained or to be gained as a result of the proposed research. Discuss why the risks to subjects are reasonable in relation to the anticipated benefits to subjects and in relation to the importance of the knowledge that may reasonably be expected to result.
7) Collaborating Site(s): If research involving human subjects will take place at collaborating site(s) or other performance site(s), name the sites and briefly describe their involvement or role in the research.
Copies of the Department of Education’s Regulations for the Protection of Human Subjects, 34 CFR Part 97 and other pertinent materials on the protection of human subjects in research are available from:
Grants Policy and Oversight Staff
Office of the Chief Financial Officer
U.S. Department of Education
Washington, DC 20202-4250
Telephone: 202-245-6120
and on the U.S. Department of Education’s Protection of Human Subjects in Research Web Site:
about/offices/list/OCFO/humansub.html
NOTE: The State Applicant Identifier on the SF 424 is for State Use only. Please complete it on the OMB Standard 424 in the upper right corner of the form (if applicable).
Part II: Budget Information (Form 524)
| |U.S. DEPARTMENT OF EDUCATION |OMB Control Number: 1894-0008 |
| |BUDGET INFORMATION |Expiration Date: 04-30-2014 |
| |NON-CONSTRUCTION PROGRAMS | |
|Name of Institution/Organization: |Applicants requesting funding for only one year should complete the column under "Project Year 1." Applicants requesting funding for |
| |multi-year grants should complete all applicable columns. Please read all instructions before completing form. |
|SECTION A—BUDGET SUMMARY |
|U.S. DEPARTMENT OF EDUCATION FUNDS |
|Budget Categories |
|Name of Institution/Organization: |Applicants requesting funding for only one year should complete the column under "Project Year 1." Applicants requesting funding for |
| |multi-year grants should complete all applicable columns. Please read all instructions before completing form. |
|SECTION B—BUDGET SUMMARY |
|NON-FEDERAL FUNDS |
|Budget Categories |
|(see instructions) |
Instructions for ED Form 524
GENERAL INSTRUCTIONS
This form is used to apply to individual U.S. Department of Education (ED) discretionary grant programs. Unless directed otherwise, provide the same budget information for each year of the multi-year funding request. Pay attention to applicable program specific instructions, if attached. Please consult with your Business Office prior to submitting this form.
Section A: Budget Summary—U.S. Department of Education Funds
All applicants must complete Section A and provide a breakdown by the applicable budget categories shown in lines 1-11.
Lines 1-11, columns (a)-(e): For each project year for which funding is requested, show the total amount requested for each applicable budget category.
Lines 1-11, column (f): Show the multi-year total for each budget category. If funding is requested for only one project year, leave this column blank.
Line 12, columns (a)-(e): Show the total budget request for each project year for which funding is requested.
Line 12, column (f): Show the total amount requested for all project years. If funding is requested for only one year, leave this space blank.
Indirect Cost Information: If you are requesting reimbursement for indirect costs on line 10, this information is to be completed by your Business Office.
(1) Indicate whether or not your organization has an Indirect Cost Rate Agreement that was approved by the Federal government.
(2) If you checked “yes” in (1), indicate in (2) the beginning and ending dates covered by the Indirect Cost Rate Agreement. In addition, indicate whether ED or another Federal agency (Other) issued the approved agreement. If you check “Other,” specify the name of the Federal agency that issued the approved agreement.
(3) If you are applying for a grant under a Restricted Rate Program (34 CFR 75.563 or 76.563), indicate whether you are using a restricted indirect cost rate that is included on your approved Indirect Cost Rate Agreement or whether you are using a restricted indirect cost rate that complies with 34 CFR 76.564(c)(2). Note: State or local government agencies may not use the provision for a restricted indirect cost rate specified in 34 CFR 76.564(c)(2). Check only one response. Leave blank, if this item is not applicable.
Section B: Budget Summary — Non-Federal Funds
If you are required to provide or volunteer to provide matching funds or other non-Federal resources to the project, these should be shown for each applicable budget category on lines 1-11 of Section B.
Lines 1-11, columns (a)-(e): For each project year, for which matching funds or other contributions are provided, show the total contribution for each applicable budget category.
Lines 1-11, column (f): Show the multi-year total for each budget category. If non-Federal contributions are provided for only one year, leave this column blank.
Line 12, columns (a)-(e): Show the total matching or other contribution for each project year.
Line 12, column (f): Show the total amount to be contributed for all years of the multi-year project. If non-Federal contributions are provided for only one year, leave this space blank.
Section C: Budget Narrative
[Attach separate sheet(s)] Pay attention to applicable program specific instructions, if attached.
1. Provide an itemized budget breakdown, and justification by project year, for each budget category listed in Sections A and B. For grant projects that will be divided into two or more separately budgeted major activities or sub-projects, show for each budget category of a project year the breakdown of the specific expenses attributable to each sub-project or activity.
2. For non-Federal funds or resources listed in Section B that are used to meet a cost-sharing or matching requirement or provided as a voluntary cost-sharing or matching commitment, you must include:
a. The specific costs or contributions by budget category;
b. The source of the costs or contributions; and
c. In the case of third-party in-kind contributions, a description of how the value was determined for the donated or contributed goods or services.
[Please review ED’s general cost sharing and matching regulations, which include specific limitations, in 34 CFR 74.23, applicable to non-governmental entities, and 80.24, applicable to governments, and the applicable Office of Management and Budget (OMB) cost principles for your entity type regarding donations, capital assets, depreciation and use allowances. OMB cost principle circulars are available on OMB’s website at: ]
3. If applicable to this program, provide the rate and base on which fringe benefits are calculated.
4. If you are requesting reimbursement for indirect costs on line 10, this information is to be completed by your Business Office. Specify the estimated amount of the base to which the indirect cost rate is applied and the total indirect expense. Depending on the grant program to which you are applying and/or your approved Indirect Cost Rate Agreement, some direct cost budget categories in your grant application budget may not be included in the base and multiplied by your indirect cost rate. For example, you must multiply the indirect cost rates of “Training grants" (34 CFR 75.562) and grants under programs with “Supplement not Supplant” requirements ("Restricted Rate" programs) by a “modified total direct cost” (MTDC) base (34 CFR 75.563 or 76.563). Please indicate which costs are included and which costs are excluded from the base to which the indirect cost rate is applied.
When calculating indirect costs (line 10) for "Training grants" or grants under "Restricted Rate" programs, you must refer to the information and examples on ED’s Web site at:
fund/grant/apply/appforms/appforms.html.
You may also contact 202-377-3838 for additional information regarding calculating indirect cost rates or general indirect cost rate information.
5. Provide other explanations or comments you deem necessary.
Paperwork Burden Statement
ACCORDING TO THE PAPERWORK REDUCTION ACT OF 1995, NO PERSONS ARE REQUIRED TO RESPOND TO A COLLECTION OF INFORMATION UNLESS SUCH COLLECTION DISPLAYS A VALID OMB CONTROL NUMBER. THE VALID OMB CONTROL NUMBER FOR THIS INFORMATION COLLECTION IS 1890-0004. THE TIME REQUIRED TO COMPLETE THIS INFORMATION COLLECTION IS ESTIMATED TO VARY FROM 13 TO 22 HOURS PER RESPONSE, WITH AN AVERAGE OF 17.5 HOURS PER RESPONSE, INCLUDING THE TIME TO REVIEW INSTRUCTIONS, SEARCH EXISTING DATA SOURCES, GATHER THE DATA NEEDED, AND COMPLETE AND REVIEW THE INFORMATION COLLECTION. IF YOU HAVE ANY COMMENTS CONCERNING THE ACCURACY OF THE TIME ESTIMATE(S) OR SUGGESTIONS FOR IMPROVING THIS FORM, PLEASE WRITE TO:
U.S. Department of Education
Washington, DC 20202-4651
If you have comments or concerns regarding the status of your individual submission of this form, write directly to:
(insert program office)
U.S. Department of Education
400 Maryland Ave., SW
Washington, DC 20202
Part III: Application Narrative
This narrative section of the application requires applicants to address the selection criteria that will be used by reviewers in evaluating individual applications. Please refer to the “Selection Criteria and Format” sections in this package for the competition to which you wish to submit an application.
Also, all of the competitions covered by this package have page limitations for the application narrative. Please refer to the “Page Limits” information for the competition to which you wish to submit an application.
Part IV: Assurances and Certifications
Assurances—Non-Construction Programs
Public reporting burden for this collection of information is estimated to average 15 minutes per response, including time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. Send comments regarding the burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to the Office of Management and Budget, Paperwork Reduction Project (0348-0040), Washington, DC 20503
PLEASE DO NOT RETURN YOUR COMPLETED FORM TO THE OFFICE OF MANAGEMENT AND BUDGET. SEND IT TO THE ADDRESS PROVIDED BY THE SPONSORING AGENCY.
Note: Certain of these assurances may not be applicable to your project or program. If you have questions, please contact the awarding agency. Further, certain Federal awarding agencies may require applicants to certify to additional assurances. If such is the case, you will be notified.
As the duly authorized representative of the applicant I certify that the applicant:
1. Has the legal authority to apply for Federal assistance, and the institutional, managerial and financial capability (including funds sufficient to pay the non-Federal share of project cost) to ensure proper planning, management, and completion of the project described in this application.
2. Will give the awarding agency, the Comptroller General of the United States, and if appropriate, the State, through any authorized representative, access to and the right to examine all records, books, papers, or documents related to the award; and will establish a proper accounting system in accordance with generally accepted accounting standards or agency directives.
3. Will establish safeguards to prohibit employees from using their positions for a purpose that constitutes or presents the appearance of personal or organizational conflict of interest, or personal gain.
4. Will initiate and complete the work within the applicable time frame after receipt of approval of the awarding agency.
5. Will comply with the Intergovernmental Personnel Act of 1970 (42 U.S.C. §§4728-4763) relating to prescribed standards for merit systems for programs funded under one of the 19 statutes or regulations specified in Appendix A of OPM's Standards for a Merit System of Personnel Administration (5 C.F.R. 900, Subpart F).
6. Will comply with all Federal statutes relating to nondiscrimination. These include but are not limited to: (a) Title VI of the Civil Rights Act of 1964 (P.L. 88-352) which prohibits discrimination on the basis of race, color or national origin; (b) Title IX of the Education Amendments of 1972, as amended (20 U.S.C. §§1681-1683, and 1685-1686), which prohibits discrimination on the basis of sex; (c) Section 504 of the Rehabilitation Act of 1973, as amended (29 U.S.C. §794), which prohibits discrimination on the basis of handicaps; (d) the Age Discrimination Act of 1975, as amended (42 U.S.C. §§ 6101-6107), which prohibits discrimination on the basis of age; (e) the Drug Abuse Office and Treatment Act of 1972 (P.L. 92-255), as amended, relating to nondiscrimination on the basis of drug abuse; (f) the Comprehensive Alcohol Abuse and Alcoholism Prevention, Treatment and Rehabilitation Act of 1970 (P.L. 91-616), as amended, relating to nondiscrimination on the basis of alcohol abuse or alcoholism; (g) §§ 523 and 527 of the Public Health Service Act of 1912 (42 U.S.C. §§ 290 dd-3 and 290 ee 3), as amended, relating to confidentiality of alcohol and drug abuse patient records; (h) Title VIII of the Civil Rights Act of 1968 (42 U.S.C. § 3601 et seq.), as amended, relating to nondiscrimination in the sale, rental or financing of housing; (i) any other nondiscrimination provisions in the specific statute(s) under which application for Federal assistance is being made; and (j) the requirements of any other nondiscrimination statute(s) which may apply to the application.
7. Will comply, or has already complied, with the requirements of Titles II and III of the uniform Relocation Assistance and Real Property Acquisition Policies Act of 1970 (P.L. 91-646), which provide for fair and equitable treatment of persons displaced or whose property is acquired as a result of Federal or federally assisted programs. These requirements apply to all interests in real property acquired for project purposes regardless of Federal participation in purchases.
8. Will comply, as applicable, with the provisions of the Hatch Act (5 U.S.C. §§1501-1508 and 7324-7328) which limit the political activities of employees whose principal employment activities are funded in whole or in part with Federal funds.
9. Will comply, as applicable, with the provisions of the Davis-Bacon Act (40 U.S.C. §§276a to 276a-7), the Copeland Act (40 U.S.C. §276c and 18 U.S.C. §§874) and the Contract Work Hours and Safety Standards Act (40 U.S.C. §§ 325-333), regarding labor standards for federally assisted construction subagreements.
10. Will comply, if applicable, with flood insurance purchase requirements of Section 102(a) of the Flood Disaster Protection Act of 1973 (P.L. 93-234) which requires recipients in a special flood hazard area to participate in the program and to purchase flood insurance if the total cost of insurable construction and acquisition is $10,000 or more.
11. Will comply with environmental standards which may be prescribed pursuant to the following: (a) institution of environmental quality control measures under the National Environmental Policy Act of 1969 (P.L. 91-190) and Executive Order (EO) 11514; (b) notification of violating facilities pursuant to EO 11738; (c) protection of wetlands pursuant to EO 11990; (d) evaluation of flood hazards in floodplains in accordance with EO 11988; (e) assurance of project consistency with the approved State management program developed under the Coastal Zone Management Act of 1972 (16 U.S.C. §§1451 et seq); (f) conformity of Federal actions to State (Clear Air) Implementation Plans under Section 176(c) of the Clear Air Act of 1955, as amended (42 U.S.C. §§7401 et seq.); (g) protection of underground sources of drinking water under the Safe Drinking Water Act of 1974, as amended, (P.L. 93-523); and (h) protection of endangered species under the Endangered Species Act of 1973, as amended, (P.L. 93-205).
12 Will comply with the Wild and Scenic Rivers Act of 1968 (16 U.S.C. §§1721 et seq.) related to protecting components or potential components of the national wild and scenic rivers system.
13. Will assist the awarding agency in assuring compliance with Section 106 of the National Historic Preservation Act of 1966, as amended (16 U.S.C. §470), EO 11593 (identification and protection of historic properties), and the Archaeological and Historic Preservation Act of 1974 (16 U.S.C. §§469a-1 et seq.).
14. Will comply with P.L. 93-348 regarding the protection of human subjects involved in research, development, and related activities supported by this award of assistance.
15. Will comply with the Laboratory Animal Welfare Act of 1966 (P.L. 89-544, as amended, 7 U.S.C. §§2131 et seq.) pertaining to the care, handling, and treatment of warm blooded animals held for research, teaching, or other activities supported by this award of assistance.
16. Will comply with the Lead-Based Paint Poisoning Prevention Act (42 U.S.C. §§4801 et seq.) which prohibits the use of lead- based paint in construction or rehabilitation of residence structures.
17. Will cause to be performed the required financial and compliance audits in accordance with the Single Audit Act Amendments of 1996 and OMB Circular No. A-133, “Audits of States, Local Governments, and Non-Profit Organizations.”
18. Will comply with all applicable requirements of all other Federal laws, executive orders, regulations and policies governing this program.
| | | |
|SIGNATURE OF AUTHORIZED CERTIFYING OFFICIAL | |TITLE |
| | | |
|APPLICANT ORGANIZATION | |DATE SUBMITTED |
|OMB Approval No. 0348-0040 Standard Form 424B (Rev. 7-97) Back |
Certification Regarding Lobbying
Certification for Contracts, Grants, Loans and Cooperative Agreements.
The undersigned certifies, to the best of his or her knowledge and belief, that:
(1) No Federal appropriated funds have been paid or will be paid, by or on behalf of the undersigned, to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with the awarding of any Federal contract, the making of any Federal grant, the making of any Federal Loan, the entering into of any cooperative agreement, and the extension, continuation, renewal, amendment, or modification of any Federal contract, grant, loan or cooperative agreement.
(2) If any funds other Federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this Federal contract, grant, loam or cooperative agreement, the undersigned shall complete and submit Standard Form—LLL, “Disclosure of Lobbying Activities,” in accordance with its instructions.
(3) The undersigned shall require that the language of this certification be included in the award documents for all subawards at all tiers (including subcontracts, subgrants and contracts under grants, loans, and cooperative agreements) and that all subrecipients shall certify and disclose accordingly. This certification is a material representation of fact upon which reliance was placed when this transaction was made or entered into. Submission of this certification is a prerequisite for making or entering into this transaction imposed by section 1352, title 31, U.S. Code. Any person who fails to file the required certification shall be subject to a civil penalty of not less than $10,000 and not more than $100,000 for each such failure.
Statement for Loan Guarantees and Loan Insurance.
The undersigned states, to the best of his or her knowledge and belief, that:
If any funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee or any agency, a member of Congress, an officer or employee of Congress or an employee of a Member of Congress in connection with this commitment providing for the United States to insure or guarantee a loan, the undersigned shall complete and submit Standard Form-LLL, “Disclosure of Lobbying Activities,” in accordance with its instructions. Submission of this statement is a prerequisite for making or entering into this transaction imposed by section 1352, title 31, U.S. Code. Any person who fails to file the required statement shall be subject to a civil penalty of not less than $10,000 and not more than $100,000 for each such failure.
| |
|Applicant’s Organization |
| | | |
|Printed Name of Authorized Representative | |Printed Title of Authorized Representative |
| | | |
|Signature | |Date |
ED80-0013 08/05
Approved by OMB 0348-0046
Disclosure of Lobbying Activities
Complete this form to disclose lobbying activities pursuant to 31 U.S.C. 1352
(See reverse for public burden disclosure)
|Type of Federal Action: |Status of Federal Action: |Report Type: |
|a. contract |a. bid/offer/application |a. initial filing |
|b. grant |b. initial award |b. material change |
|c. cooperative agreement |c. post-award | |
|d. loan | |For material change only: |
|e. loan guarantee | |Year: quarter: |
|f. loan insurance | |Date of last report: |
|Name and Address of Reporting Entity: |If Reporting Entity in No. 4 is Subawardee, |
|Prime Subawardee |Enter Name and Address of Prime: |
|Tier, if Known: | |
| | |
| | |
|Congressional District, if known: |Congressional District, if known: |
|6. Federal Department/Agency: |7. Federal Program Name/Description: |
| | |
| | |
| | |
| | |
| |CFDA Number, if applicable: |
|8. Federal Action Number, if known: |9. Award Amount, if known: |
| |$ |
|10. a. Name and Address of Lobbying Registrant |10. b. Individuals Performing Services |
|(if individual, last name, first name, MI): |(including address if different from No. 10a) |
| |(last name, first name, MI): |
| | |
|11. Information requested through this form is authorized by title 31| |
|U.S.C. Section 1352. This disclosure of lobbying activities is a |Signature: |
|material representation of fact upon which reliance was placed by the| |
|tier above when this transaction was made or entered into. This |Print Name: |
|disclosure is required pursuant to 31 U.S.C. 1352. This information | |
|will be reported to the Congress semi-annually and will be available |Title: |
|for public inspection. Any person who fails to file the required | |
|disclosure shall be subject to a civil penalty of not less than |Telephone No.: |
|$10,000 and not more than $100,000 for each such failure. | |
| |Date: |
|Federal Use Only |Authorized for Local Reproduction |
| |Standard Form — LLL (Rev. 7-97) |
Instructions for Completion of SF-LLL,
Disclosure of Lobbying Activities
THIS DISCLOSURE FORM SHALL BE COMPLETED BY THE REPORTING ENTITY, WHETHER SUBAWARDEE OR PRIME FEDERAL RECIPIENT, AT THE INITIATION OR RECEIPT OF A COVERED FEDERAL ACTION, OR A MATERIAL CHANGE TO A PREVIOUS FILING, PURSUANT TO TITLE 31 U.S.C. SECTION 1352. THE FILING OF A FORM IS REQUIRED FOR EACH PAYMENT OR AGREEMENT TO MAKE PAYMENT TO ANY LOBBYING ENTITY FOR INFLUENCING OR ATTEMPTING TO INFLUENCE AN OFFICER OR EMPLOYEE OF ANY AGENCY, A MEMBER OF CONGRESS, AN OFFICER OR EMPLOYEE OF CONGRESS, OR AN EMPLOYEE OF A MEMBER OF CONGRESS IN CONNECTION WITH A COVERED FEDERAL ACTION. COMPLETE ALL ITEMS THAT APPLY FOR BOTH THE INITIAL FILING AND MATERIAL CHANGE REPORT. REFER TO THE IMPLEMENTING GUIDANCE PUBLISHED BY THE OFFICE OF MANAGEMENT AND BUDGET FOR ADDITIONAL INFORMATION.
1. Identify the type of covered Federal action for which lobbying activity is and/or has been secured to influence the outcome of a covered Federal action.
2. Identify the status of the covered Federal action.
3. Identify the appropriate classification of this report. If this is a follow-up report caused by a material change to the information previously reported, enter the year and quarter in which the change occurred. Enter the date of the last previously submitted report by this reporting entity for this covered Federal action.
4. Enter the full name, address, city, State and zip code of the reporting entity. Include Congressional District, if known. Check the appropriate classification of the reporting entity that designates if it is, or expects to be, a prime or subaward recipient. Identify the tier of the subawardee, e.g., the first subawardee of the prime is the 1st tier. Subawards include but are not limited to subcontracts, subgrants and contract awards under grants.
5. If the organization filing the report in item 4 checks “Subawardee,” then enter the full name, address, city, State and zip code of the prime Federal recipient. Include Congressional District, if known.
6. Enter the name of the federal agency making the award or loan commitment. Include at least one organizational level below agency name, if known. For example, Department of Transportation, United States Coast Guard.
7. Enter the Federal program name or description for the covered Federal action (item 1). If known, enter the full Catalog of Federal Domestic Assistance (CFDA) number for grants, cooperative agreements, loans, and loan commitments.
8. Enter the most appropriate Federal identifying number available for the Federal action identified in item 1 (e.g., Request for Proposal (RFP) number; Invitations for Bid (IFB) number; grant announcement number; the contract, grant, or loan award number; the application/proposal control number assigned by the Federal agency). Included prefixes, e.g., “RFP-DE-90-001.”
9. For a covered Federal action where there has been an award or loan commitment by the Federal agency, enter the Federal amount of the award/loan commitment for the prime entity identified in item 4 or 5.
10. (a) Enter the full name, address, city, State and zip code of the lobbying registrant under the Lobbying Disclosure Act of 1995 engaged by the reporting entity identified in item 4 to influence the covered Federal action.
(b) Enter the full names of the individual(s) performing services, and include full address if different from 10(a). Enter Last Name, First Name, and Middle Initial (MI).
11. The certifying official shall sign and date the form, print his/her name, title and telephone number.
Paperwork Reduction Act Statement
ACCORDING TO THE PAPERWORK REDUCTION ACT, AS AMENDED, NO PERSONS ARE REQUIRED TO RESPOND TO A COLLECTION OF INFORMATION UNLESS IT DISPLAYS A VALID OMB CONTROL NUMBER. THE VALID OMB CONTROL NUMBER FOR THIS INFORMATION COLLECTION IS OMB NO. 0348-0046. PUBLIC REPORTING BURDEN FOR THIS COLLECTION OF INFORMATION IS ESTIMATED TO AVERAGE 10 MINUTES PER RESPONSE, INCLUDING TIME FOR REVIEWING INSTRUCTIONS, SEARCHING EXISTING DATA SOURCES, GATHERING AND MAINTAINING THE DATA NEEDED, AND COMPLETING AND REVIEWING THE COLLECTION OF INFORMATION. SEND COMMENTS REGARDING THE BURDEN ESTIMATE OR ANY OTHER ASPECT OF THIS COLLECTION OF INFORMATION, INCLUDING SUGGESTIONS FOR REDUCING THIS BURDEN, TO:
Office of Management and Budget
Paperwork Reduction Project (0348-0046)
Washington, DC 20503
Survey on Ensuring
Equal Opportunity for Applicants
Purpose
The Federal government is committed to ensuring that all qualified applicants, small or large, non-religious or faith-based, have an equal opportunity to compete for Federal funding. In order for us to better understand the population of applicants for Federal funds, we are asking nonprofit private organizations (not including private universities) to fill out this survey.
Upon receipt, the survey will be separated from the application. Information provided on the survey will not be considered in any way in making funding decisions and will not be included in the Federal grants database. While your help in this data collection process is greatly appreciated, completion of this survey is voluntary.
Instructions for Submitting the Survey
If you are applying using a hard copy application, please place the completed survey in an envelope labeled “Applicant Survey.” Seal the envelope and include it along with your application package. If you are applying electronically, please submit this survey along with your application.
| |
|Applicant’s (Organization) Name: | |
| |
|Applicant’s DUNS Number: | |
| |
|Federal Program: | |CFDA Number: | |
| |
1. Has the applicant ever received a grant or contract from the Federal government?
Yes No
2. Is the applicant a faith-based organization?
Yes No
3. Is the applicant a secular organization?
Yes No
4. Does the applicant have 501(c)(3) status?
Yes No
5. Is the applicant a local affiliate of a national
organization?
Yes No
6. How many full-time equivalent employees does the applicant have?
(Check only one box).
3 or Fewer 15-50
4-5 51-100
6-14 over 100
7. What is the size of the applicant’s annual budget? (Check only one box.)
Less Than $150,000
$150,000–$299,999
$300,000–$499,999
$500,000–$999,999
$1,000,000–$4,999,999
$5,000,000 or more
Survey Instructions on
Ensuring Equal Opportunity for Applicants
PROVIDE THE APPLICANT’S (ORGANIZATION) NAME AND DUNS NUMBER AND THE GRANT NAME AND CFDA NUMBER.
1. Self-explanatory.
2. Self-identify.
3. Self-identify.
4. 501(c)(3) status is a legal designation provided on application to the Internal Revenue Service by eligible organizations. Some grant programs may require nonprofit applicants to have 501(c)(3) status. Other grant programs do not.
5. Self-explanatory.
6. For example, two part-time employees who each work half-time equal one full-time equivalent employee. If the applicant is a local affiliate of a national organization, the responses to survey questions 2 and 3 should reflect the staff and budget size of the local affiliate.
7. Annual budget means the amount of money your organization spends each year on all of its activities.
Paperwork Burden Statement
ACCORDING TO THE PAPERWORK REDUCTION ACT OF 1995, NO PERSONS ARE REQUIRED TO RESPOND TO A COLLECTION OF INFORMATION UNLESS SUCH COLLECTION DISPLAYS A VALID OMB CONTROL NUMBER. THE VALID OMB CONTROL NUMBER FOR THIS INFORMATION COLLECTION IS 1890-0014. THE TIME REQUIRED TO COMPLETE THIS INFORMATION COLLECTION IS ESTIMATED TO AVERAGE FIVE (5) MINUTES PER RESPONSE, INCLUDING THE TIME TO REVIEW INSTRUCTIONS, SEARCH EXISTING DATA RESOURCES, GATHER THE DATA NEEDED, AND COMPLETE AND REVIEW THE INFORMATION COLLECTION. IF YOU HAVE ANY COMMENTS CONCERNING THE ACCURACY OF THE TIME ESTIMATE(S) OR SUGGESTIONS FOR IMPROVING THIS FORM, PLEASE WRITE TO: THE AGENCY CONTACT LISTED IN THIS GRANT APPLICATION PACKAGE.
DUNS Number Instructions
D-U-N-S No.
Please provide the applicant's D-U-N-S Number. You can obtain your D-U-N-S Number at no charge by calling 1-800-333-0505 or by completing a D-U-N-S Number Request Form. The form can be obtained via the Internet at the following URL:
The D-U-N-S Number is a unique nine-digit number that does not convey any information about the recipient. A built in check digit helps assure the accuracy of the D-U-N-S Number. The ninth digit of each number is the check digit, which is mathematically related to the other digits. It lets computer systems determine if a D-U-N-S Number has been entered correctly.
Dun & Bradstreet, a global information services provider, has assigned D-U-N-S numbers to over 43 million companies worldwide.
Grant Application Receipt Acknowledgement
If you fail to receive the notification of application within fifteen (15) days from the closing date, call:
U.S. Department of Education
Application Control Center
202-245-6288
Grant and Contract Funding Information
The Department of Education provides information about grant and contract opportunities electronically in several ways:
ED Internet Home Page:
-----------------------
[1] For the purposes of this priority, the term “coursework” means a systematic or prescribed program of instruction for increasing knowledge and skills of educators; and typically is comprised of explicit learning outcomes related to professional practice standards, detailed core content, related professional-level readings and resources, teaching and learning tools, and objective measures of knowledge and skills to evaluate competence in those areas.
[2] For the purposes of this priority, the term “educators” includes special education teachers, regular education teachers, related services providers, and early intervention providers.
[3] For the purposes of this priority, the term “coursework” means a systematic or prescribed program of instruction for increasing knowledge and skills of educators; and typically is comprised of explicit learning outcomes related to professional practice standards, a [pic]!"#24679;?@Anopqsdetailed outline or narrative of core content, related professional-level readings and resources, teaching and learning tools, and objective measures of knowledge and skills used to evaluate competence in those areas.
[4] For the purposes of this priority, the term “training modules” means discrete, self-contained units of instruction designed to increase one's knowledge or skills that can stand alone or be used in combination with other components.
[5] For the purposes of this priority, the term “evidence-based” means practices for which there is “strong evidence” or “moderate evidence” of effectiveness as defined in the Department’s notice of final supplemental priorities and definitions for discretionary grant programs, published in the Federal Register on December 15, 2010 (75 FR 78486), and corrected on May 12, 2011 (76 FR 27637) (www2.legislation/FedRegister/other/2010-4/121510b.html).
[6] For the purposes of this priority, “high-poverty school” means a school in which at least 50 percent of students are eligible for free or reduced-price lunches under the Richard B. Russell National School Lunch Act or in which at least 50 percent of students are from low-income families as determined using one of the criteria specified under section 1113(a)(5) of the Elementary and Secondary Education Act of 1965, as amended (ESEA). For middle and high schools, eligibility may be calculated on the basis of comparable data from feeder schools. Eligibility as a high-poverty school under this definition is determined on the basis of the most currently available data.
[7] For the purposes of this priority, “persistently lowest-achieving schools” means, as determined by the State:
(i) Any Title I school in improvement, corrective action, or …restructuring that
(a) is among the lowest-achieving five percent of Title I schools in improvement, corrective action, or restructuring or the lowest-achieving five Title I schools in improvement, corrective action, or restructuring in the State, whichever number of schools is greater; or
(b) is a high school that has had a graduation rate as defined in 34 CFR 200.19(b) that is less than 60 percent over a number of years; and
(ii) any secondary school that is eligible for, but does not receive, Title I funds that:
(a) is among the lowest-achieving five percent of secondary schools or the lowest-achieving five secondary schools in the State that are eligible for, but do not receive, Title I funds, whichever number of schools is greater; or
(b) is a high school that has had a graduation rate as defined in 34 CFR 200.19(b) that is less than 60 percent over a number of years.
To identify the persistently lowest-achieving schools, a State must take into account both:
(i) the academic achievement of the “all students” group in a school in terms of proficiency on the State’s assessments under section 1111(b)(3) of the ESEA in reading/language arts and mathematics combined; and
(ii) the school’s lack of progress on those assessments over a number of years in the “all student.”
For the purposes of this priority, the Department considers schools that are identified as Tier I or Tier II schools under the School Improvement Grants Program (see 75 FR 66363) as part of a State's approved FY 2009 or FY 2010 applications to be persistently lowest-achieving schools. A list of these Tier I and Tier II schools can be found on the Department's web site at www2.programs/sif/index.html.
[8] For the purposes of this priority, the term “priority school” means a school that has been identified by the State as a priority school pursuant to the State’s approved request for ESEA flexibility.
[9] For the purposes of this priority, “rural local educational agency” means an LEA that is eligible under the Small Rural School Achievement (SRSA) program or the Rural and Low-Income School (RLIS) program authorized under Title VI, Part B of the ESEA. Eligible applicants may determine whether a particular LEA is eligible for these programs by referring to information on the Department’s Web site at www2.nclb/freedom/local/reap.html.
[10] For the purposes of this priority, the term “coursework” means a systematic or prescribed program of instruction for increasing knowledge and skills of educators; and typically is comprised of explicit learning outcomes related to professional practice standards, detailed core content, related professional-level readings and resources, teaching and learning tools, and objective measures of knowledge and skills to evaluate competence in those areas.
[11] For the purposes of this priority, the term “educators” includes special education teachers, regular education teachers, related services providers, and early intervention providers.
[12] For the purposes of this priority, the term “coursework” means a systematic or prescribed program of instruction for increasing knowledge and skills of educators; and typically is comprised of explicit learning outcomes related to professional practice standards, a detailed outline or narrative of core content, related professional-level readings and resources, teaching and learning tools, and objective measures of knowledge and skills used to evaluate competence in those areas.
[13] For the purposes of this priority, the term “training modules” means discrete, self-contained units of instruction designed to increase one's knowledge or skills that can stand alone or be used in combination with other components.
[14] For the purposes of this priority, the term “evidence-based” means practices for which there is “strong evidence” or “moderate evidence” of effectiveness as defined in the Department’s notice of final supplemental priorities and definitions for discretionary grant programs, published in the Federal Register on December 15, 2010 (75 FR 78486), and corrected on May 12, 2011 (76 FR 27637) (www2.legislation/FedRegister/other/2010-4/121510b.html).
[15] For the purposes of this priority, “high-poverty school” means a school in which at least 50 percent of students are eligible for free or reduced-price lunches under the Richard B. Russell National School Lunch Act or in which at least 50 percent of students are from low-income families as determined using one of the criteria specified under section 1113(a)(5) of the Elementary and Secondary Education Act of 1965, as amended (ESEA). For middle and high schools, eligibility may be calculated on the basis of comparable data from feeder schools. Eligibility as a high-poverty school under this definition is determined on the basis of the most currently available data.
[16] For the purposes of this priority, “persistently lowest-achieving schools” means, as determined by the State:
(i) Any Title I school in improvement, corrective action, or …restructuring that
(a) is among the lowest-achieving five percent of Title I schools in improvement, corrective action, or restructuring or the lowest-achieving five Title I schools in improvement, corrective action, or restructuring in the State, whichever number of schools is greater; or
(b) is a high school that has had a graduation rate as defined in 34 CFR 200.19(b) that is less than 60 percent over a number of years; and
(ii) any secondary school that is eligible for, but does not receive, Title I funds that:
(a) is among the lowest-achieving five percent of secondary schools or the lowest-achieving five secondary schools in the State that are eligible for, but do not receive, Title I funds, whichever number of schools is greater; or
(b) is a high school that has had a graduation rate as defined in 34 CFR 200.19(b) that is less than 60 percent over a number of years.
To identify the persistently lowest-achieving schools, a State must take into account both:
(i) the academic achievement of the “all students” group in a school in terms of proficiency on the State’s assessments under section 1111(b)(3) of the ESEA in reading/language arts and mathematics combined; and
(ii) the school’s lack of progress on those assessments over a number of years in the “all student.”
For the purposes of this priority, the Department considers schools that are identified as Tier I or Tier II schools under the School Improvement Grants Program (see 75 FR 66363) as part of a State's approved FY 2009 or FY 2010 applications to be persistently lowest-achieving schools. A list of these Tier I and Tier II schools can be found on the Department's web site at www2.programs/sif/index.html.
[17] For the purposes of this priority, the term “priority school” means a school that has been identified by the State as a priority school pursuant to the State’s approved request for ESEA flexibility.
[18] For the purposes of this priority, “rural local educational agency” means an LEA that is eligible under the Small Rural School Achievement (SRSA) program or the Rural and Low-Income School (RLIS) program authorized under Title VI, Part B of the ESEA. Eligible applicants may determine whether a particular LEA is eligible for these programs by referring to information on the Department’s Web site at www2.nclb/freedom/local/reap.html.
-----------------------
OMB No. 1894-0010 Exp. 05/31/2012
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